Transformative learning as a context for human patient simulation.

Area of Science:

• Nursing Education
• Medical Simulation
• Transformative Learning Theory

Background:

• Nurse educators must equip novice nurses with critical thinking skills for complex practice.
• Human patient simulation (HPS) offers a technological approach to enhance nursing education.
• Transformative learning theory (TLT) facilitates challenging personal beliefs and values.

Purpose of the Study:

• To critically analyze the use of HPS clinical scenarios in undergraduate nursing education.
• To explore how HPS promotes transformative learning events.
• To highlight the role of debriefing in fostering critical reflection and social discourse.

Main Methods:

• Utilizing clinical scenarios with HPS to create disorienting dilemmas.
• Applying principles of transformative learning theory.
• Facilitating reflective debriefing sessions post-simulation.

Main Results:

• HPS scenarios, coupled with debriefing, can act as catalysts for transformative learning.
• This educational strategy encourages students to question assumptions and develop new perspectives.
• Effective debriefing is crucial for integrating learning and perspective transformation.

Conclusions:

• Human patient simulation is a valuable tool for implementing emancipatory pedagogies in nursing.
• Transformative learning theory provides a framework for developing autonomous and reflective nurses.
• Integrating HPS and TLT prepares nursing students for the challenges of contemporary clinical environments.