Tsimane Tebogo A, Downing Charlene
Department of Nursing, University of Johannesburg, Johannesburg, South Africa.
Int J Nurs Sci. 2019 Dec 16;7(1):91-98. doi: 10.1016/j.ijnss.2019.12.006. eCollection 2020 Jan 10.
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.
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.
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.
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.
关于变革性学习的文献浩如烟海，它是护理教育的一个重要方面，但其含义仍不明确。因此，明确变革性学习的含义，确定其属性、前因和后果，对于增加其在护理教育、实践和研究中的应用至关重要。
采用沃克和阿万特的方法，该过程提供了一种结构化的方式来分析“变革性学习”的概念。通过数据库图书馆和互联网搜索，查阅了护理教育词典、百科全书、会议论文、研究文章、学位论文、期刊文章、词库和相关书籍。共查阅了102篇文献来源，达到了数据饱和。
在护理教育背景下对变革性学习进行概念分析的结果确定了三个类别，即：1）前因包括认知和情感视角、民主教育原则和启发；2）过程分为三个阶段，即i）通过自我反思实现意识，ii）有意义的互动、整合和民主建构过程，以及iii）元认知推理能力；3）结果。形成了变革性学习的理论定义。确保了理论有效性。
变革性学习概念分析的结果被用于描述一个模型，以促进护理教育背景下的变革性学习。
