An exploration of how healthful relationships between students and clinical supervisors influence transformational learning: A person-centred inquiry
Background: There is an emerging body of knowledge regarding the influence of person-centred pre-registration curricula on student learning. However, a gap exists in our current knowledge regarding the attributes and foundations of healthful relationships and transformational learning in the context of practice learning. This PhD research based at the University of Wollongong NSW Australia, explored how healthful relationships between students and clinical supervisors influence transformational learning. Approach and Method: The blending of specific aspects of critical theory, person-centred practice research, and transformational learning theory underpinned this research. Embedded within a person-centred methodology, the research explored healthful relationships and their influence on transformational learning in the clinical practice context. Methods included reflection on practice using emoji, the use of Dadirri as a form of contemplation (Ungunmerr 1988) and reflection, critical dialogue and interviews. A creative synthesis of information collected across the PhD journey was undertaken. Findings: The findings from this research revealed the influence of healthful relationships on transformational learning in practice across three connected perspectives: personhood; belonging; and transformation. Information was synthesised to illuminate the crafting of healthful relationships between students and clinical supervisors in the context of practice. Further, understanding emerged of how healthful relationships influenced person-centred transformational learning from the perspectives of Knowing, Doing, Being and Becoming. The discoveries indicate that emotional preparation influences the ability to create healthful relationships that enable person-centred transformational learning in practice. Conclusions and Implications: There is a need for emotional preparation for practice for students and clinical supervisors to enable them to achieve person-centred transformational learning. Respecting personhood and enabling belonging to know self has the potential to lead to the creation of healthful relationships and improved clinical placement experience. Healthful relationships influence person-centred transformational learning by enabling an emotional connection of the mind and heart with an openness to learn. Keywords: curricula, Dadirri, emoji, healthful relationships, nursing education, person-centred, transformational learning.