Doctoral Degrees (School of Nursing)

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Browsing Doctoral Degrees (School of Nursing) by Advisor "Van Rhyn, L."

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    Transformative learning experiences of nurse educators implementing high-fidelity simulation: an interpretative phenomenology analysis
    (University of the Free State, 2017-05) Phillips, Maria Jacoba Johanna; Van Rhyn, L.; Van Jaarsveldt, D. E.
    English: Globally, the use of high-fidelity patient simulation (HFPS) in healthcare professions education has escalated over the past two decades. HFPS is an innovative, effective learning strategy for bridging the gap in students’ understanding between theory and practice. Nurse educators accept that HFPS will play an important role in education in the near future. The future success of HFPS is dependent on nurse educator competence in this andragogy. However, HFPS is a challenging andragogy, also for nurse educators in South Africa. The study’s purpose was to explore, analyse and interpret nurse educators’ transformative learning experiences while they implemented HFPS at a school of nursing at a university in South Africa. An interpretative phenomenology analysis methodology helped to explore, analyse and interpret the learning experiences of nurse educators who successfully implemented HFPS. Seven voluntary participants took part in individual and dyadic, face-to-face, semistructured interviews and an unstructured face-to-face discussion, they kept reflective journals, and provided a summary of their learning experiences. The researcher recorded reflective notes after each interview. Data analysis adhered to phenomenological, hermeneutic and idiographic principles and was done from both inductive and deductive paradigms. The study complied with institutional ethical approval and other requirements. Five main themes transpired, namely, 1) frames of reference of participants before exposure to HFPS, 2) discovering a new world, 3) critical reflection on experiences, 4) critical self-reflection, and 5) transformation in action. Nurse educators experienced a deep transformative process similar to that described by the transformative learning theory of Jack Mezirow. The theoretical contribution of this study relates to nurse educators’ experiences of transformative learning while they implemented HFPS. Each participant described a unique engagement with self- determined learning.