A model to facilitate transformative learning in learner nurses at nursing education institutions

Abstract

<p>Transformative learning is a learner-centered process of learning that actively engages learners in self-examination and critical reflection on assumptions and results in the development of competence and self-confidence in new roles and relationships that bring about change in specific environments, rather than rote learners who are inherently deficient, lacking change attributes such as clinical reasoning and judgment.</p>

<p>The purpose of the study is to describe and evaluate a model with guidelines to facilitate transformative learning in nursing education institutions. A qualitative, exploratory, descriptive and contextual research design for theory generation was used. The study was conducted in four phases. Phase one explored the meaning of transformative learning through the process of concept analysis using literature in the context of nursing education. The results gave direction to the data collection from nurse educators. Theoretical definition of transformative learning was formulated, and theoretical validity ensured. Phase two focused on the perceptions of eleven purposively selected nurse educators with regard to how transformative learning can be facilitated at nursing education institutions in Gauteng.</p>