The STAR Framework: A Transformative Learning Approach to Curriculum Development, Learning and Teaching

2.50
Hdl Handle:
http://hdl.handle.net/10755/243192
Category:
Abstract
Type:
Presentation
Title:
The STAR Framework: A Transformative Learning Approach to Curriculum Development, Learning and Teaching
Author(s):
McAllister, Margaret
Author Details:
McAllister, Margaret, EdD, MEd, RN, mmcallis@usc.edu.au;
Abstract:
Purpose: Transformative Learning (TL) practices use “forms of pedagogy that treat students as critical agents; make knowledge problematic; utilize critical and affirming dialogue; and make the case for struggling for a qualitatively better world for all people" (Giroux, 1988, p.127). Whilst TL fits the cause of nursing, and nursing education well, it is not always familiar to educators, especially those who have limited formal training. Therefore, faculty within a regional Queensland University devised a novel framework, STAR, that encapsulates important TL principles. The acronym STAR emphasises key transformative learning outcomes in students: to be Sensitised about pertinent issues, to Take Action, and to Reflect.  This presentation will explain the Action Research project that evaluated and extended the STAR framework so that it was applied across the undergraduate nursing curriculum.

Methods:  Using an action research methodology within a 3 cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (N= 25) in an Australian university. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member checking of emerging themes to ensure interpretive rigour.

Results: The results of this research suggest that STAR is easily understood by users, has relevance for nursing education, and holds promise in producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered as a model for fostering transformational learning in nursing education, research and practice.

Conclusion: The embedded philosophy inspires critical, creative and constructive health professional graduates – change agents for a healthier future.

Keywords:
Transformative learning; Teaching framework; Vulnerable populations
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleThe STAR Framework: A Transformative Learning Approach to Curriculum Development, Learning and Teachingen_GB
dc.contributor.authorMcAllister, Margareten_GB
dc.author.detailsMcAllister, Margaret, EdD, MEd, RN, mmcallis@usc.edu.au;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/243192-
dc.description.abstract<b>Purpose: </b>Transformative Learning (TL) practices use &ldquo;forms of pedagogy that treat students as critical agents; make knowledge problematic; utilize critical and affirming dialogue; and make the case for struggling for a qualitatively better world for all people" (Giroux, 1988, p.127). Whilst TL fits the cause of nursing, and nursing education well, it is not always familiar to educators, especially those who have limited formal training. Therefore, faculty within a regional Queensland University devised a novel framework, STAR, that encapsulates important TL principles. The acronym STAR emphasises key transformative learning outcomes in students: to be Sensitised about pertinent issues, to Take Action, and to Reflect.&nbsp; This presentation will explain the Action Research project that evaluated and extended the STAR framework so that it was applied across the undergraduate nursing curriculum. <p><b>Methods: </b> &nbsp;Using an action research methodology within a 3 cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (N= 25) in an Australian university. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member checking of emerging themes to ensure interpretive rigour. <p><b>Results: </b>The results of this research suggest that STAR is easily understood by users, has relevance for nursing education, and holds promise in producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered as a model for fostering transformational learning in nursing education, research and practice. <p><b>Conclusion: </b>The embedded philosophy inspires critical, creative and constructive health professional graduates &ndash; change agents for a healthier future.en_GB
dc.subjectTransformative learningen_GB
dc.subjectTeaching frameworken_GB
dc.subjectVulnerable populationsen_GB
dc.date.available2012-09-12T09:18:47Z-
dc.date.issued2012-09-12-
dc.date.accessioned2012-09-12T09:18:47Z-
dc.conference.date2012en_GB
dc.conference.name23rd International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationBrisbane, Australiaen_GB
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