'Listen with an open-heart always' - A qualitative study exploring transformational learning opportunities for
Heather J Wallace1, Theresa M Harvey2
1Deakin University, School of Nursing and Midwifery, Institute for Health Transformation, Australia; Australian Catholic University (ACU), School of Nursing, Midwifery and Paramedicine, Australia.
Aim:
To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning.
Background:
Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students' confidence with and empathy for, caring for people from diverse backgrounds, increasing students' knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs.
Design:
A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model.
Method:
Reflective thematic analysis of students' written reflections guided by a transformational learning framework.
Results:
Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity.
Conclusions:
Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students.
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