Nurse Recognition of Transformative Learning: Its Utility in Clinical Settings

2.50
Hdl Handle:
http://hdl.handle.net/10755/308653
Category:
Abstract
Type:
Presentation
Title:
Nurse Recognition of Transformative Learning: Its Utility in Clinical Settings
Author(s):
Adkins, Cherie S.
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Cherie S. Adkins, PhD, RN, csadkins@mail.widener.edu
Abstract:

Session presented on: Tuesday, November 19, 2013

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.
Keywords:
clinical setting; nurse-patient interactions; transformative learning
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleNurse Recognition of Transformative Learning: Its Utility in Clinical Settingsen_GB
dc.contributor.authorAdkins, Cherie S.en_GB
dc.contributor.departmentEta Betaen_GB
dc.author.detailsCherie S. Adkins, PhD, RN, csadkins@mail.widener.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308653-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p>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.en_GB
dc.subjectclinical settingen_GB
dc.subjectnurse-patient interactionsen_GB
dc.subjecttransformative learningen_GB
dc.date.available2013-12-19T17:34:08Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:34:08Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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