A Transformative Learning Experience for Senior Nursing Students.

Area of Science:

• Nursing Education
• Transformative Learning Theory

Background:

• Clinical practicums are vital for real-world learning experiences.
• Rational dialogue enhances meaningful learning through reflection.

Purpose of the Study:

• To describe the use of critical reflection in an undergraduate senior mentorship course.
• To assess student learning via thematic analysis of writing assignments during the COVID-19 pandemic.

Main Methods:

• Students engaged in group clinical practice, reflective journaling, and virtual seminars.
• Mezirow's transformative learning theory guided the course design.
• Thematic analysis was used to evaluate written reflections on clinical and simulation experiences.

Main Results:

• Student writing revealed themes of transformative learning, including adapting to change, resilience, confidence, gratitude, and advocacy.
• Evidence of transformative learning was apparent in student journals.
• Students recognized mentorship opportunities despite pandemic-related challenges.

Conclusions:

• Critical reflection facilitated student recognition of mentorship benefits.
• The study highlights the value of reflective practice in nursing education, even with modified learning environments.