Tsimane Tebogo A, Downing Charlene
Department of Nursing, University of Johannesburg, Johannesburg, South Africa.
Int J Nurs Sci. 2020 Apr 24;7(3):269-276. doi: 10.1016/j.ijnss.2020.04.006. eCollection 2020 Jul 10.
Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing education.
A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education. Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant's eight step approach to clarify the conceptual identification and meaning. The results of concept analysis guided data collection in the second stage. Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education. Matrix building approach was used to analyse the collected data. The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory. The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.
Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure and outcome.
The relation statements provided the basis for model description. Reliable method was used to describe and evaluate the model. The refinement of the model by experts in model development and qualitative research was made.
变革性学习是以学习者为中心的学习过程。学习者通过批判性反思和讨论积极参与，以质疑假设和期望。本文旨在描述一种促进护理教育中变革性学习的模式。
本研究采用定性、探索性、描述性和情境性的理论生成设计，以描述一种促进护理教育中变革性学习的模式。在主要研究的第一阶段，采用沃克和阿万特的八步法对变革性学习进行概念分析，以澄清概念识别和意义。概念分析的结果指导了第二阶段的数据收集。对护理教育工作者进行了11次个人议程半结构化访谈，以探索和描述他们对如何在护理教育中促进变革性学习的看法。采用矩阵构建法对收集到的数据进行分析。第三阶段利用实践理论要素中的相关文献，对第二阶段的研究结果进行概念化。第四阶段重点描述和评估一种促进护理教育中变革性学习的模式。
出现了四个主题和九个子主题，并在实践理论的六个要素即背景、主体、接受者、动态、过程和程序以及结果中进行了概念化。
关系陈述为模型描述提供了基础。采用可靠的方法对模型进行描述和评估。由模型开发和定性研究方面的专家对模型进行了完善。
