Transformative learning in nursing education : a concept analysis
- Authors: Tsimane, Tebogo A , Downing, Charlene
- Date: 2020
- Subjects: Concept analysis , Nursing education , Transformative learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412186 , uj:34673 , Citation: Tsimane, T.A. & Downing, C. 2020. Transformative learning in nursing education : a concept analysis.
- Description: Abstract: Objective: There is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research. Methods: Walker and Avant’s method was used, and the process provided a structured way to analyse the concept of ‘transformative learning’. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached. Results: The results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured. Conclusion: The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.
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Transformative learning in nursing education: a concept analysis
- Authors: Tsimane, Tebogo , Downing, Charlene
- Date: 2020
- Subjects: Concept analysis , Nursing Education , Transformative learning
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404897 , uj:33976 , Citation: Tsimane, T., Downing, C. 2020: Transformative learning in nursing education: a concept analysis. International Journal of Nursing Sciences. DOI: https://doi.org/10.1016/ j.ijnss.2019.12.006.
- Description: Abstract : Objective: There is vast literature on transformative learning, which is an important aspect of nursing education, but its meaning remains unclear. It is therefore important to clarify the meaning of transformative learning, identify its attributes, antecedents and consequences to increase its use in nursing education, practice and research. Methods: Walker and Avant’s method was used, and the process provided a structured way to analyse the concept of ‘transformative learning’. Nursing education dictionaries, encyclopaedias, conference papers, research articles, dissertations, theses, journal articles, thesauri and relevant books through the database library and internet searches were reviewed. One hundred and two literature sources were reviewed, and data saturation was reached. Results: The results of the concept analysis of transformative learning within the context of nursing education identified three categories, namely, 1)Antecedents as cognitive and affective perspective, democratic education principles and inspiration; 2)Process through three phases, namely i) awareness through self-reflection, ii) the meaningful interactive, integrative and democratic construction process, and iii) metacognitive reasoning abilities; and 3)Outcomes. A theoretical definition of transformative learning was formulated. Theoretical validity was ensured. Conclusion: The results of the concept analysis of transformative learning were used to describe a model to facilitate transformative learning within the context of nursing education.
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Transformation leadership in Gauteng school : a case study
- Authors: Marape, Rebotile Precious
- Date: 2014-02-25
- Subjects: School management and organization - South Africa - Gauteng , Educational leadership - South Africa - Gauteng , Transformative learning
- Type: Thesis
- Identifier: uj:4195 , http://hdl.handle.net/10210/9547
- Description: M.Ed. (Management and Leadership) , After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.
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The community of learning is in the Baobab tree — how the branches stay together in the context of professional preparation.
- Authors: Wolfensberger-Le Fevre, C. , Fritz, E. , Van der Westhuizen, G.
- Date: 2011
- Subjects: Learning community , Personal development , Professional preparation , Transformative learning , Educational psychology
- Type: Article
- Identifier: uj:5738 , ISSN 2076-3433 , http://hdl.handle.net/10210/6535
- Description: This article explores how participation in a community of learning supported transformation on a personal and professional level in a Master’s programme at a South African university. It draws on the concept of transformational learning in the professional preparation of educational psychologists, and how such learning plays out in the development of critical perspectives and shifts in personal paradigms. We report on a two-year ethnographic study that involved 13 of a total of 15 students enrolled for an Educational Psychology Master’s course. One of us (CW) acted as participant observer in the study and recorded the experiences of the participants through reflective letters that included symbolic metaphors, semi-structured group focus interviews, as well as a verification questionnaire. In our analysis and interpretation we used the metaphor of the Baobab tree, ‘the tree turned upside down’, because it is known for its resilience, holding capacity and continuous growth. We found the image to powerfully represent the dynamics of professional preparation and transformation in higher education.
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The participant experience of a personal development programme aimed at adult learners
- Authors: Louw, Kerryn Kathleen
- Date: 2009-03-30T13:42:56Z
- Subjects: Adult learning , Adult education , Transformative learning
- Type: Thesis
- Identifier: uj:8224 , http://hdl.handle.net/10210/2312
- Description: M.Ed. , Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation and Arts and Culture learning fields. Within these, the focus is on learners’ “inner” development enabling them to live successfully in a dynamic world. There are a number of self–development programmes and books currently available, and while many of these claim to be transformative they offer little substantiation for this apart from personal anecdotal evidence. Few of the programmes provided evidence of their value for participants over time or of the effect, they had on an individual’s perspectives. Thus, it is my contention that any programme aimed at effecting a personal change would need to focus on facilitating an increase in the participant’s level of self-awareness by empowering them to engage in processes of critical self-examination. Participants should be encouraged to engage in critical discussion of challenging information they are introduced to (Brookfield, 1995; Brookfield & Preskill, 1999; Gravett, 2001). These types of discussions provide a forum in which participants are able to test and validate their transformation. Another consideration for programmes wanting to effect personal change is the learning climate in which the transformational learning takes place. A climate conducive to learning must promote the development of mutual trust and respect between the learners and the educator (Gravett, 2001; Vella, 1994). This helps the participants to gain a sense of psychological safety in which their perspectives are affirmed and validated. Further, it allows the participants the freedom needed to explore alternative points of view and supports them in their transformation. Adopting this approach enhances the learning process, as it allows for the inclusion of individual learning styles, uses the learner’s knowledge base as a starting point in constructing new knowledge, and promotes critical reflection and discussion resulting in transformation (Cranton, 2002; Foley, 2000; Gravett, 2001; Pratt, 2002; Vella, 1994). As Employee Development Consultant, at Contract Marketing, I was co-designer and presenter of a personal development programme. The objective of this specific programme can be summarised as aiming to transform the participant’s view by challenging their current perspectives and exposing them to the concept that everything that is has a unique purpose. In addition, it aimed at assisting individuals in defining and documenting their purpose in the form of a Mission Statement (Juriaanse, 1985). The programme piloted in January 2004 and involved seven participants. There is presently no information on how the programme was experienced by participants. As a period of two years has passed since presenting the programme, I was interested in exploring how participants’ experienced it and investigating what influence this particular programme has had on their lives two years later. In my view, two years would allow enough time for participants to incorporate the principles they had identified during the programme into their lives. Furthermore, I would argue that this gap would allow participants to give a more accurate and unbiased account of how beneficial or detrimental they had found the programme to be in the pursuit of the above. In addition the recommendations for improvement which will be drawn from this study could prove to be valuable in shaping the programme in future.
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