DOI: 10.58809/bdia3024 ISSN:

A Symbolic Transformative Sequential Perinatal Learning Experience

Kathleen Ward, Christine Hober, null null, null null, null null, null null
  • General Medicine
  • General Medicine
  • General Engineering
  • General Medicine
  • General Chemistry
  • Pulmonary and Respiratory Medicine
  • Pediatrics, Perinatology, and Child Health
  • Applied Mathematics
  • General Mathematics
  • Microbiology
  • Computer Science Applications
  • History
  • Education
  • General Medicine
  • Immunology
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Leaders in nursing education embrace innovative, real‐world learning environments that transform today's generation of nursing students into critical thinkers. Scheduling exclusive child‐bearing practicums are challenging due to staffing, time, and maternal client presentation (Ardic, et al., 2016). Utilizing Mezirow’s (2000) Transformative Learning Theory, a perinatal continuum of care clinical learning experience evolved. Maternal/infant didactic, high‐fidelity simulation, and real‐world experiences relative to women during the perinatal period afforded an innovative, research supported experience. The aim of this study was to identify the outcomes of students learning through his perinatal experience. Participants (n = 50) consisted of third‐semester baccalaureate nursing students enrolled in the maternal/infant course in rural, Midwestern United States. Results from the descriptive, qualitative study by Ward and Hober (2020) using 50 student reflective journal blogs obtained from consecutive concluding semesters discerned 3 themes: self‐analysis, critical thinking, and self‐efficacy.

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