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Tuesday, 19 November 2013: 8:30 AM
Learning Objective 1: Identify possible patient cues suggesting transformative learning is underway or has occurred.
Learning Objective 2: Describe strategies nurses can implement in clinical settings to support patients who are undergoing or have experienced transformation.
Transformative (or Transformational) Learning Theory suggests periods of crisis, trauma, or stress, such as what may be experienced with an untoward health outcome, may lead to transformation or deep personal change. This transformation is often a process, with a variable time-line and trajectory, informed in part by available support; nurses are in a unique position to provide that support once the process of transformative learning is recognized. Based on the conclusions of a principle-based concept analysis on recognition in the context of nurse-patient interactions, recognition of and action in response to a patient’s transformative learning experience may serve to ameliorate patient suffering. Possible patient cues suggesting transformative learning are gleaned from the personal narratives of mothers of former preterm infants as they convey their preterm mothering experiences. Suggested strategies nurses can implement in clinical settings to support patients who are undergoing or have experienced transformation will be presented.
See more of: Educational Innovations in Clinical Settings
See more of: Oral Paper & Poster: Clinical Sessions
See more of: Oral Paper & Poster: Clinical Sessions