![]() Leadership connection conference, September 15–18, 2018. Application of Mezirow’s transformative learning theory to simulation in nursing education. Adult learning theories and medical education: a review. While transformative learning requires effort and persistence on the part of both learner and educator, the possibilities for creating learning environments that enable a flexibility of thought, interdisciplinary collaborations, and an openness to new ways of working are essential in a rapidly changing healthcare system. This chapter provides the theoretical background to transformative learning before examining its use in clinical education. These stages can then be expanded into a much more fine-grained process. The final stage is a change in both thinking and action. The key elements of transformative learning are disequilibrium or a “disorienting dilemma” that is a trigger to prompt critical reflection. As a tool for curriculum design and teaching development, transformative learning provides a means by which educators can plan for learning. In clinical education the notion of transformative learning is increasingly being used as a framework to understand the ways in which clinicians learn in ways that promote fundamentally new ways of thinking. Although Mezirow is key to transformative learning, the work has been developed and used in a range of contexts. Transformative learning is a way of understanding learning when the central focus is profound change in both thinking and behavior. ![]()
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