How to Answer Agreement Response Transforming Questions (Complete Guide)
Understanding this question requires applying core subject principles.
What This Question Is About
This question relates to agreement response transforming and requires a structured academic response.
How to Approach This Question
Break the problem into smaller parts and analyze each logically.
Key Explanation
This topic involves agreement response transforming. A strong answer should include explanation, application, and examples.
Original Question
AGREEMENT RESPONSE TO: Transforming Faculty According to our text, Jack Mezirow’s conceptual theory of transformational learning involves the evolution of an individual’s beliefs, attitudes, and/or their entire perspective; when there is a shift in a singular belief or attitude, it is referred to as a meaning scheme, whereas a shift in an individual’s entire perspective is known as habit of mind (Merriam & Baumgartner, 2020). Prior beliefs, attitudes, and perspectives can all be challenged through the transformative learning process and the complex world of healthcare and the nursing profession offer opportunities to foster transformational learning to occur. Part 1: My Experience Since becoming a nurse, when considering the educational experiences I have encountered, one of the most transformative learning experiences I recognize having gone through was during my transition from working on a medical/surgical unit to the emergency department. Through this transition period, I felt overwhelming feelings of nervousness, self-doubt, and discomfort; these intense emotions highlight the first concept of the transformative learning process known as disorienting dilemmas, where previous assumptions are challenged (Son et al., 2023). When I first started working on a med/surg unit, I quickly adopted presumed assumptions about the emergency department, the ER nurses, and how they conducted their practice; these assumptions were based on naivete, unfair judgements, and ignorance. During my orientation and training to emergency nursing, these assumptions quickly started to be tested. During the second step of the transformational learning experience, critical self-reflection, these preconceived assumptions are explored for validity and alternative perspectives are considered (Son et al., 2023). Very quickly, as I navigated my introduction into the emergency department, my experienced nurse preceptor explained why certain things are done the way they are in the emergency room setting. For example, the reason why IVs are placed in the antecubital peripheral site, which was a major pet peeve for myself, and the nurses working on the meg/surg floor, was quickly explained and thereafter, made a great deal more sense now that I understood the rationale for why ER nurses always placed IVs in that location. Such a simple assumption that I held for so long was easily debunked during my transition to being an ER nurse and as time went on, my previous perspective began shifting. The last step of transformational learning is the transformation of meaning perspective, where there is a vital shift in one’s whole perspective, allowing for more inclusivity, integration, and reflection (Son et al., 2023). Throughout the orientation and training process into the ER, my entire perspective of how and why things are done in the way they are in the emergency room completely changed. As a result, my respect and understanding for what ER nurses do as well as critical changes to how I practice nursing occurred; to put it simply, what I learned transformed me as a nurse and more importantly, my career in nursing. After having gone through that transformative learning experience, I was finally able to appreciate, respect, and consider the perspectives of nurses working in both the med/surg and ER; since then, I have kept those differing perspectives at the forefront of my collaborative working relationships with fellow nurses in the different hospital departments. This transformational learning experience occurred more through self-directed learning than the more traditional, faculty-led learning process. While this transitional learning experience occurred under the guidance of an experienced, and trained nurse preceptor, the learning did not occur in a traditional educational setting like a classroom, but in the emergency department environment. Through self-directed learning experiences and shadowing/training with a seasoned nurse, I gained a wealth of knowledge about the operational policies and procedures that occur in the ER; this experience started by undergoing a significant learning opportunity when I left med/surg nursing to begin my journey into ER nursing, during which time the assumptions I held previously towards ER nurses and the ER department as a whole were challenged, and the end results of this learning experience led to both my prior assumptions and perspective being transformed. Part 2: My Role as Faculty As a future faculty member, I would plan to incorporate the transformational teaching concept of critical reflection; considering that transformative learning involves challenging the beliefs, attitudes, or perspectives of individuals through learning experiences, I would be most interested in using an active learning activity such as a debate to teach this critical reflection strategy. Hosting a healthy debate amongst students regarding a controversial subject, such as assisted suicide or abortion, would offer an opportunity for students to use supportive research to back their position, beliefs, and attitudes on a particular subject, and then conversely hear differing students’ perspectives that will challenge their position on the subject. This activity allows for the components of transformative learning to occur; disorienting dilemmas, self-reflection, and transforming perspective. As a future nurse educator, offering opportunities for students to be challenged mentally and fostering their evolution of knowledge is crucial for their transformational learning experience. Eschenbacher & Fleming (2020) asserted that by transforming core meaning structures, learners can make sense of new and challenging experiences; they further reference Mezirow’s definition of premise reflection as being a more well-rounded, meaning perspective. As future nurses, students will have to be able to adapt an open-minded approach to be able to demonstrate inclusivity, cultural sensitivity, and practice patient-centered care. For this reason, I feel the value of teaching critical reflection activities will cultivate an environment for future nursing generations to deliver transformative patient care.
******CLICK ORDER NOW BELOW AND OUR WRITERS WILL WRITE AN ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION YOU MAY HAVE. OUR PAPERS ARE PLAGIARISM FREE*******."
