Transformative Learning in an Online Doctor of Nursing Practice Population Health Course

The Journal of Nursing Education
Selina Hunt McKinneyChigozie A Nkwonta

Abstract

Population health is a critical component of Doctor of Nursing Practice (DNP) education, providing the foundation for clinical prevention, health equity, responsible policy, and practice change. Many DNP learners enter population health courses focused on individual patient care in microsystems. Transformative learning broadens learners' perspectives about health determinants and implications for health system transformation. Transformative learning strategies were imbedded in a 10-week, online population health course. Students engaged with readings and multimedia content and wrote anonymous reflective analyses about population health determinants. Qualitative survey data were explored for transformative content using line-by-line content analysis. The stages of transformative learning were used as a priori codes. Learners questioned their own beliefs and epistemologies and demonstrated all aspects of transformative learning, although not equally across course topics. To achieve the promised outcomes of DNP education, population health content should be professionally transformative and integrated across the curriculum. [J Nurs Educ. 2019;58(8):481-484.].

References

Oct 24, 2000·JAMA : the Journal of the American Medical Association·J M Eisenberg, E J Power
Mar 21, 2008·Journal of Advanced Nursing·Satu Elo, Helvi Kyngäs
Mar 28, 2008·Journal of Public Health Policy
Jun 28, 2012·JAMA : the Journal of the American Medical Association·Donald M Berwick
Feb 24, 2015·American Journal of Public Health·George E Thibault
May 20, 2015·Nursing Outlook·Jacqueline Fawcett, Carol Hall Ellenbecker
Feb 26, 2016·Nurse Education in Practice·Yolanda Babenko-MouldStephanie Atthill

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