Ryan Colleen L, Cant Robyn, McAllister Margaret M, Vanderburg Robert, Batty Craig
Nursing, Midwifery and Social Sciences/Higher Education, CQUniversity Australia, 160 Ann St, Brisbane, QLD 4001, Australia.
Health Innovation and Transformation Centre, Federation University Australia, Clyde Road, Berwick, Victoria 3806, Australia.
Nurse Educ Today. 2022 Dec;119:105604. doi: 10.1016/j.nedt.2022.105604. Epub 2022 Oct 13.
This review intended to synthesise existing evidence on the application of transformative learning theory in nursing education.
An umbrella review, or review of reviews.
Six databases were systematically searched: CINAHL, Cochrane Reviews, Ebscohost, OVID, ProQuest Central, and PubMed. The structured framework of PCC: Population/Concept/Context was employed to identify relevant literature, published in English between 2012 and March 1st, 2022.
Elements of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided this review. A modified version of the Johanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Synthesis was applied to determine final inclusions.
Sixteen (16) reviews were included. Most reviews were scoping reviews. Nursing featured in 10 of the 16, medicine in half (8/16) and various allied health disciplines were reported in seven reviews. Studies reported on differing scholarly approaches to transformative learning theory. Curricula design and evaluation, developing leadership skills and a professional identity were common applications. Critical reflection and learning experiences that challenge students' and professionals' existing ideologies also featured. Few reviews reported on studies of models and tools for educators to guide them in applying the theory in lesson design and teaching practice.
Applying transformative learning theory in curriculum design, program evaluation and healthcare professional education can be beneficial. There were reported successes and some critiques. Researchers should design more rigorous studies to evaluate the theory in practice and to develop and test frameworks that guide educators in teaching with transformative learning theory.
本综述旨在综合现有关于变革性学习理论在护理教育中应用的证据。
一项伞状综述，即对综述的综述。
系统检索了六个数据库：护理学与健康领域数据库（CINAHL）、考科蓝系统评价数据库（Cochrane Reviews）、EBSCOhost、OVID、ProQuest Central和PubMed。采用PCC（人群/概念/背景）结构化框架来识别2012年至2022年3月1日期间以英文发表的相关文献。
系统评价和Meta分析的首选报告项目（PRISMA）的要素指导了本综述。应用约翰娜·布里格斯研究所系统评价和研究综合批判性评价清单的修订版来确定最终纳入文献。
纳入了16篇综述。大多数综述为范围综述。16篇中有10篇涉及护理，8篇（占一半）涉及医学，7篇综述报告了各种相关健康学科。研究报告了关于变革性学习理论的不同学术方法。课程设计与评估、培养领导技能和专业身份是常见的应用。批判性反思以及挑战学生和专业人员现有观念的学习经历也有体现。很少有综述报告关于教育工作者在课程设计和教学实践中应用该理论的模型和工具的研究。
在课程设计、项目评估和医疗保健专业教育中应用变革性学习理论可能是有益的。有成功的案例报道，也有一些批评意见。研究人员应设计更严谨的研究，以在实践中评估该理论，并开发和测试指导教育工作者运用变革性学习理论进行教学的框架。
