Transformative learning experiences of nurse educators implementing high-fidelity simulation: an interpretative phenomenology analysis
| dc.contributor.advisor | Van Rhyn, L. | |
| dc.contributor.advisor | Van Jaarsveldt, D. E. | |
| dc.contributor.author | Phillips, Maria Jacoba Johanna | |
| dc.date.accessioned | 2018-01-12T09:47:42Z | |
| dc.date.available | 2018-01-12T09:47:42Z | |
| dc.date.issued | 2017-05 | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | Afrikaans: Oor die wêreld heen het die gebruik van hoëgetrouheid pasiëntsimulasie (HGPS) die afgelope twee dekades in onderwys vir die gesondheidsorgprofessies toegeneem. HGPS is ‘n innoverende en doeltreffende leerstrategie vir die oorbrugging van die gaping in studente se begrip tussen teorie en praktyk. Verpleegopvoeders aanvaar dat HGPS in die nabye toekoms ‘n belangrike rol in onderwys sal speel. Die toekomstige sukses van HGPS hang af van die vaardigheid van verpleegopvoeders ten opsigte van dié andragogie. HGPS is egter, ook vir opvoeders in verpleging, ‘n adragogie wat uitdagings stel. Die doel van hierdie studie was om die transformerende leerervarings wat verpleegopvoeders gedurende die implementering van HGPS by ‘n skool vir verpleging by ‘n universiteit in Suid-Afrika ervaar het, te ondersoek, te ontleed en te interpreteer. 'n Verklarende, fenomenologiese ontledingsmetodologie het gehelp om die leerervarings van verpleegopvoeders wat HGPS suksesvol implementeer, te ondersoek, ontleed en interpreteer. Sewe vrywillige deelnemers het aan individuele en tweevoudige, aangesig-tot-aangesig semigestruktureerde onderhoude, en ‘n ongestruktureerde aangesig-tot-aangesig gesprek, deelgeneem, hulle het reflektiewe dagboeke voltooi, en ‘n opsomming gegee van hulle leerervarings. Die navorser het ook na elke onderhoud reflektiewe aantekeninge gemaak. Die data is ontleed aan die hand van fenomenologiese, hermeneutiese en idiografiese beginsels, en vanuit sowel induktiewe as deduktiewe paradigmas. Die studie het aan institusionele etiese goedkeurings- en ander vereistes voldoen. . Vyf hooftemas het uit die data te voorskyn getree, naamlik, 1) verwysingsraamwerke van deelnemers voor hulle aan HGPS blootgestel is, 2) ontdekking van 'n nuwe wêreld, 3) kritiese refleksie oor ervarings, 4) kritiese selfrefleksie, en 5) transformasie in aksie. Verpleegopdoeders het ‘n diep transformerende proses ondergaan, soortgelyk aan dié wat Jack Mezirow in sy teorie vir transformerende leer verduidelik. Die teoretiese bydrae van hierdie studie handel oor verpleegopvoeders se ervaring van transformerende leer terwyl hulle HGPS geïmplementeer het. Elke deelnemer het ‘n unieke betrokkenheid met selfbepaalde leer beskryf. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/7595 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Transformative learning | en_ZA |
| dc.subject | High-fidelity patient simulation | en_ZA |
| dc.subject | Educator development | en_ZA |
| dc.subject | Educator learning experiences | en_ZA |
| dc.subject | Interpretative phenomenology analysis | en_ZA |
| dc.subject | Nursing -- Study and teaching | en_ZA |
| dc.subject | Thesis (Ph.D. (Nursing))--University of the Free State, 2017 | en_ZA |
| dc.title | Transformative learning experiences of nurse educators implementing high-fidelity simulation: an interpretative phenomenology analysis | en_ZA |
| dc.type | Thesis | en_ZA |