Abstract
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.
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.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Transformative Learning, Nursing Education, Nursing Students, Nurse Educators
Advisor
Mary M. Chabeli
Second Advisor
Charlene C. Downing
Degree
Doctoral-Other
Degree Grantor
University of Johannesburg
Degree Year
2018
Recommended Citation
Tsimane, Tebogo A., "A model to facilitate transformative learning in learner nurses at nursing education institutions" (2021). Dissertations. 1259.
https://www.sigmarepository.org/dissertations/1259
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-08-26
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28280788; ProQuest document ID: 2485523282. The author still retains copyright.