看護と法医学の世界ジャーナル

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Nursing Education: Is there a need to learn transformatively in the age of Covid-19?

Saskia Eschenbacher

Transformative learning theory (TL) explains how we make meaning, interpret experiences and in the process of learning transform taken-for-granted frames of reference. TL theory seeks to promote processes of transformative learning that enable us broaden current perspectives and  to live with uncertainty and ambiguity. Experiencing the challenges of social solidarity and physical isolation may provide distruptions of one’s life that TL theory defines as a disorienting dilemma.

Front line workers, like nurses, carry a heavy burden on behalf of all. In addition to the challenges that social solidarity and physical isolation that we all face, health care workers face additional dilemmas: Their own needs are in conflict with the needs of those in their care. In order to protect their patients and families/friends they need to self-isolate. At the same time, many of their (usual) opportunities to take care of themselves are extremely limited due to self-isolation, cut off from their sources of support. Nurses and health care workers also face the urgency of their work while they might not be protected to the extent that is necessary due to a lack of protective clothing or reasonable working hours. How can health care workers be supported facing these disorienting dilemmas? How can educators support care workers coping with these challenges? This learning is urgent and this brings an additional dimension to their learning needs.