Effectiveness of Learning Development for a Transformative Learning Program using Case Study and Simulation Scenarios in Obstetric Emergency Nursing

Abstract

Transformative learning aims to equip learners with the skills for self-directed and lifelong learning. This quasi-experimental study evaluated the effectiveness of a transformative learning development program using case studies and simulated scenarios in emergency childbirth nursing. Conducted with 70 fourth-year nursing students during the 2023 academic year, the study was comprised of an experimental group of 35 volunteers, who participated in out-of-class reflective learning sessions, and a control group of 35. Results indicated that the experimental group achieved a significantly higher pass rate (73%) in comprehensive knowledge assessments in midwifery compared to the control group (OR 0.27, 95% CI 0.087 - 0.816, p = 0.021). Participants in the experimental group articulated challenges faced during simulations and expressed a desire to overcome personal learning limitations by developing tailored improvement strategies. These included applying prior knowledge to resolve learning issues and systematically designing learning methods aligned with their capabilities. The findings revealed the impact of a learning management program was to transform the students' learning methods from passive to active learning. The program focused on enhancing critical thinking, analysis, and problem-solving skills. Results indicate that the program facilitated changes in learning behaviors during the initial two stages of the Transformative Learning process. However, further development is needed in additional nursing practice courses to enhance students' learning experiences in real-life situations. Additionally, nursing instructors should actively encourage students to engage in continuous critical reflection to foster self-directed learning, ultimately promoting lifelong learning competencies. The study's limitations include the inability to achieve clear changes in learning outcomes within the nursing laboratory setting, suggesting the need for further research to refine the learning process.