Seminar Presentation on health education

College Of Health And Medical Science
School Of Nursing
Masters program in nursing
Course Title: Nursing Conceptual models of teaching
Presentation on Transformative Learning Theory
Present by Abas Ahmed
To Mr. Sisay Habte
5/31/2024 Transformative Learning Theory 1

 Introduction
 Transformative Learning Theory
 Frames of Reference
 Concepts of transformative Learning
 Phases of Transformative Learning
 Principles of Transformative Learning
• Critique of Transformative Learning Theory
• Practical application of transformative
learning theory
• Implications of Transformative learning
theory in nursing education and curriculum
development

At the end of this presentation participant will be able to:
• Explain the characteristics of Transformative Learning Theory
• Discuss the concept of Transformative Learning Theory
• Describe the Principles of Transformative Learning Theory
• Discuss how Transformative learning theory applied in nursing education and
curriculum development

Transformative learning involves experiencing a deep, structural shift in the basic
premises of thought, feelings, and actions ( O,Sullivan, 1999)
Transformational learning:-
 occurs in formal or informal learning
 facilitated by educators or is self-directed
 develops skills for ongoing autonomous thinking

Transformational learning is:-
about change, dramatic, fundamental change in the way we see ourselves and
the world on which we live. (Merriam,2007)
open to perspective
Less defensive and more accepting of new ideas

Mezirow defined Transformative Learning as “the process of using prior
interpretation to construe new or a revised interpretation of the meaning of one’s
experience in order to guide future action”
Mezirow differentiates the meaning structures of the theory,
• frame of reference, habits of mind, and points of view.

• Frame of reference
is a meaning perspective the structure of assumptions and expectations.
• Habits of the mind
is a set of assumptions whether they are generalized or orientated predispositions.
• Point of view
is made up of meaning schemes, which are sets of immediate.
Specific beliefs, feelings, attitudes, and value judgments.

mezirow(1994) described the transformational learning as being constructivist,
 an orientation which holds that the way learners interpret and reinterpret their
sense experience is central to making meaning and hence learning.

Focuses on learning through task-oriented problem solving and
determination of cause and effects relationships.
is involved with how others communicate their feelings, need and desire with another.
It helps the learners to become critical, autonomous and responsible thinkers.

From mezirow (1997), the goal of transformational learning is to change the
“frame of reference”,
which is the collective assumptions through which we interpret and understand
the world we live in.

Mindsets of orienting assumptions and expectations.
Include: Values, affective dispositions, moral and aesthetic preferences, paradigms,
learning preferences, and sense of self
They involve orienting habits of mind and resulting points of view.
They shape, delimit, and often distort the way we make meaning of our experience

 Clusters of meaning schemes
 A rule system for guiding behavior and action
 Affected and shaped by assumptions which build on cultural, social, educational,
political codes.
:- originates from habits of mind

 By elaborating existing frames of reference
 By learning new frames of reference
 By transforming points of view or
 By tansforming habits of mind

 Experience
 Critical Reflection
 Development

 Defined as the process of doing and seeing things and having things happen to you.
 Experience is very important when it comes to learning.
 Comes in different dimensions that helps link learning activities with prior knowledge
 Can be used as a resource for his or her learning.

 Examining the underlying beliefs and assumptions that affect how he or she
makes sense of the experience.

 Content reflection – thinking about the actual experience.
 Process reflection – thinking about ways to deal with the experience
 Premise reflection – examining long held and socially construed assumptions,
beliefs, and values about the experience or problem.

 The outcome of transformative learning
 A process of expansion of the real freedoms that individuals enjoy
 Implies a sense of direction.
 Occurs in different dimensions

1. A disorienting dilemma
2. A self examination with the feelings of guilt or shame
3. A critical assessment of assumptions
4. Recognition that one’s discontent and the process of transformation
5. Exploration of options for new roles, relationships, and actions

6. Planning a course of action
7. Acquisition of knowledge and skills for implementing one’s plan
8. Provision trying of new roles
9. Building of competence and self-confidence in new roles and relationship
10. A reintegration into one’s life on the basis of conditions dictated by one’s perspective

• Critical Reflection
• Disorienting Dilemma
• Perspective Transformation
• Dialogical Learning
• Self-Reflection and Meaning Making
• Action-Oriented Learning
• Lifelong Process

• A disorienting dilemma is the catalyst for perspective transformation.
• Dilemmas usually occur when people have experiences that do not fit their expectations
• they cannot resolve the situations without some change in their views of the world.

• explains the process of how adults re-vise their meaning structures.
• Revises our “worldview”
• Can be dramatic and epochal: a disorienting dilemma/trigger event
• Can be incremental: through gradual accumulation of changes to meaning schemes

Psychological:- changes in understanding of the self
Convictional:- revision of belief system
Behavioral:- changes in lifestyle

interaction with others who hold different perspectives,
allowing for the exploration and negotiation of meaning.
Individuals engaging in deep self-reflection and
Actively constructing new meanings and interpretations of their experiences.

Individuals may align their beliefs and values with their actions and behaviors.
It is be throughout one's life as individuals find new experiences and challenges.

Opportunities for critical reflection, dialogue, and perspective-taking.
To help individual critically examine their professional practices, assumptions, and biases.
This can lead to more effective leadership, communication, and decision-making skills.

By facilitating dialogue, collaboration, and collective action,
• it can help build solidarity, resilience, and social cohesion within communities.
By fostering empathy, cultural humility, and perspective-taking,
• it can contribute to building more inclusive and equitable environments.

It can inspire action towards more sustainable lifestyles and practices.
Mobilize individuals and communities to advocate for equity, justice, and human rights.

Individual-Centric Perspective:
emphasis on the individual's cognitive processes.
neglects the social, cultural, and contextual.
Overemphasis on Rationality:
overlooking the role of emotions, intuition, and non-cognitive aspects of learning.

Lack of emphasis on context
Difficulty in Measurement
difficult to test empirically, as it involves deeply personal and subjective experiences.
Limited Application to Diverse Contexts

This means encouraging students to critically examine their own biases, assumptions,
and preconceptions about healthcare, patients, and nursing practice.
This means fostering autonomy, critical thinking skills, and self-directed learning abilities.

Through collaboration, students can explore different viewpoints, share experiences,
and collectively construct new knowledge.
Students can challenge their existing perspectives and develop new knowledge.

In curriculum development, transformative learning can be integrated through:
Incorporating reflective exercises, case studies, and experiential learning activities.
Designing interdisciplinary coursework to promote collaboration.
Including content on cultural competence, social justice, and healthcare advocacy.
Providing opportunities for mentorship, feedback, and professional development.

Seminar Presentation on health education

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