Maturation = Transformation - for individuals to organizations

     While we health-care professionals tend to see ourselves as highly rational individuals, capable of detached scientific objectivity (re: work-related matters, at the very least), we are in fact entirely human ie motivated more by emotions than reason.

     When left unchallenged or not fully understood, our attitudes and beliefs are major barriers to evidence-based decision-making and behavior.

Matthew-Maich N et al. Transformative learning and research utilization in nursing practice: a missing link? Worldviews Evid Based Nurs 2010; 7(1): 25-35.

 

     "Transformative learning is the process of examining, questioning, validating, and revising our perceptions of the world. It is a theory about change, fundamental and sometimes dramatic change, in how we see ourselves and the world around us. People who have experienced transformative learning are conscious of doing so; others can also recognize it. For example, a racially prejudiced person who, through transformative learning, comes to value and respect those of different races not only perceives this fundamental change of perspective but is perceived to have undergone a fundamental change by others."

          Henderson GM. Transformative Learning as a Condition for Transformational Change in Organizations. Human Resource Development Review 2002; 1(2): 186-214.

“transformative learning is a process whereby individuals engage in critical reflection to develop new perspectives, skills, and behaviors.

the process begins with experiencing a disorienting dilemma, which is a life event that causes the learner to pause and question underlying beliefs and assumptions.

The next and perhaps the most important phase is critically reflecting on the disorienting dilemma to expose the learner’s limitations and areas for improvement.

The learner then addresses these limitations by acquiring new knowledge, skills, or attitudes.

Ultimately, these newly developed skills will transform the learner by providing him or her with fresh perspectives and powerful means for enacting improvement.” 

         Wittich CM et al. Perspective: Transformative learning: a framework using critical reflection to link the improvement competencies in graduate medical education. Acad Med 2010; 85(11): 1790-3.

      See also: http://healthyhealers.blogspot.ca/2013/06/transformational-learning-like-aging-is.html

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