title: Transformative learning during nursing education: a model of interconnectivity.
abstract: Higher education strives to transform students by opening their minds to different world views. This study investigated the transformative experiences of students using narrative analysis methodology to describe the experience of learning during nursing education. Phases of Transformative Learning Theory guided the analysis of narratives. The study yielded 5 narrative threads: 1) the multi-faceted process of learning, 2) experiential learning, 3) human interactions as central to defining nursing and caring, 4) personal life experiences intertwining with nursing, and 5) transformative learning. Results indicated that students perceived the greatest learning and transformation through experiential learning with humans. Such experiences included caring for immigrants, children in lower socioeconomic environments, and patients with a variety of physical and mental health needs in numerous settings. Other participants described personal experiences that took on new meaning or contributed to learning as a result of academic experiences. Some students entered with a personal history of service and charity work that provided a foundation for their educational experiences.
authors.affiliation: Villanova University College of Nursing, 800 Lancaster Avenue, Villanova, PA 19085, United States. Tamara.kear@villanova.edu
authors.forename: Tamara M
authors.initials: TM
authors.lastname: Kear
mesh_terms: D004507:Education, Nursing, Associate; D005260:Female; D006801:Humans; D008297:Male; D008962:Models, Theoretical; D033262:Narration; D015402:Nursing Education Research; D018794:Problem-Based Learning; D013338:Students, Nursing; D055815:Young Adult