Friday, 21 July 2006: 10:30 AM-12:00 PM
Transformational Learning: Nurturing the Second Career Student
Learning Objective #1: describe some components of the Multilevel Interdisciplinary Student Mentorship Program (MISMP).
Learning Objective #2: describe the concepts in the Transformative Learning Model.
The purpose of this symposium is to describe the application and evaluation of a multilevel interdisciplinary student mentorship program (MISMP) in an accelerated masters entry into nursing educational pathway called Second Careers and Nursing (SCAN). The SCAN program was launched in Fall, 2004 to address the critical nursing shortage in California---a state that ranks fourth to the lowest in the United States with its proportion of working RNs per 100,000 population. The MISMP is based on Mezirow’s Transformative Learning Model that explains how adult learners make meaning from their educational experiences where they construe, validate, and become transformed. Mentoring, as part of the context of making meaning of educational experiences, facilitates transformative learning through the three domains articulated by Mezirow: instrumental (problem-solving), communicative (norms and values conveyed through language), and emancipatory (critical self-reflection). Second career students have perceived needs and risks that differ from their traditional undergraduate or graduate counterparts. With the worldwide critical nursing shortage, it is imperative to develop programs that nurture non-traditional students and promote their success. This symposium will illustrate the integration of the MISMP as an evolving, dynamic component of SCAN. The MISMP consists of several student-focused programs that are coordinated by the SCAN program mentor. The three presentations for this symposium will focus on the application and evaluation of mentoring that nurtures the second career students’ (a) coping resources, (b) peer to peer mentoring, and (c) preparation for NCLEX success. In operationalizing these mentoring programs, the Transformative Learning Model is augmented by Schlossberg’s Transition Theory and the KATTS Framework. Schlossberg’s Transition Theory undergirds the nurturing of students’ coping resources while the KATTS Framework serves as the basis for preparing the students for NCLEX. ___________ The SCAN program is funded by the U.S. Health Resources and Services Administration (HRSA), Division of Nursing, D65HP03104.
Organizer:Felicitas A. Dela Cruz, RN, DNSc, FAANP
 Nurturing the Coping Resources of the Second Career Student
Felicitas A. Dela Cruz, RN, DNSc, FAANP, Patricia Frohock Hanes, RN, MSN, MAEd
 Nurturing Second Career Student Collaboration through Peer to Peer Mentoring
Grace Moorefield, MSN, RN, CS, Patricia Frohock Hanes, RN, MSN, MAEd
 Nurturing the Second Career Student for NCLEX Success
Marilyn D. Klakovich, DNSc, RN, CNAA, Phyllis Esslinger, RN, MS