Transformative Learning: Changing Nurses’ Perceptions about People in Poverty
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Jacqueline K. Debrew, Clinical Associate Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Background: Meaningful learning experiences with clients in poverty may help nursing students change their perceptions towards those experiencing poverty and, thus, provide unbiased, nonjudgmental care when they become nurses.Purpose: The purpose of this research was to understand what learning activities and experiences nursing students found meaningful and led to a change in prior perceptions of people in poverty.Methods: Guided by Mezirow’s Theory of Transformative Learning, accelerated BSN students enrolled in a mental health nursing course (n = 14) were assigned reflective journals throughout the semester on their assigned clinical experiences, which were analyzed for emergent themes.Results: Three themes emerged showing that students overwhelmingly found the new clinical site meaningful and demonstrated transformation through this experience.Conclusion: The community-engaged learning experience described demonstrates a meaningful clinical experience that helped future nurses transform their perspectives while building their professional identity.
Transformative Learning: Changing Nurses’ Perceptions about People in Poverty
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Created on 8/27/2024
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Additional Information
- Publication
- DeBrew, J. (2024). Transformative learning: changing nurses’ perceptions about people in poverty. Journal of Social, Behavioral, and Health Sciences, 18(1), 222-228.
- Language: English
- Date: 2024
- Keywords
- Poverty, meaningful learning, Mezirow, community-engaged learning, clinical education