Theoretical Underpinnings
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Transformative Learning Theory
Transformative Learning Theory
Mezirow’s (1978) Transformational Learning Theory views learning as a:
Reflective Process
Individuals question their beliefs and assumptions, leading to new ways of understanding themselves and the world (Melrose et al., 2013).
Transformative learning shifts learners’ perspectives and attitudes, allowing them to view the world differently.
Environments promoting critical questioning and reflection are key to fostering such transformation.
Meizrow's Transformative Theory
Meizrow's Transformative Theory
The Transformative Learning Theory has three dimensions: psychological, convictional, and behavioural (Melrose et al., 2013).
Psychological: Not allowing others' opinions or beliefs to dictate our own feelings and thoughts.
Convictional: Challenging the status quo and based their beliefs on their experiences.
Behavioural: Their previous actions will change in response to new learning and information.
Figure 4. Three Dimensions of Transformational Learning Theory
Note. This information was compiled from “Teaching Health Professionals Online: Frameworks and Strategies,” by Melrose et al., 2013.
Application of Transformational Learning Theory to Trauma-Informed Teaching
In the context of trauma-informed teaching, the transformational learning theory underscores the importance of creating safe, supportive learning environments where individuals can engage in reflection without worrying about re-traumatization.
Trauma-informed approaches recognize that past trauma can shape both learners' and educators' frames of reference, emotional readiness, and capacity for change.
Applying transformational learning theory within a trauma-informed teaching framework means developing a learning environment that focuses on trust, empathy, and emotional safety.
This allows the application of transformational learning theory and ensures
critical reflection and personal growth can occur at a pace and depth appropriate to each individual’s healing and learning process (John, 2016).
Maslow’s Hierarchy of Needs in Nursing Education
Understanding the Link Between Foundational Needs and Trauma-Informed Pedagogy
Figure 5. Maslow's Theory as it relates to Nursing
Note. This information was compiled from Mcleod, 2024.
Maslow’s theory emphasizes that learners must have their basic needs, Physiological and Safety, met before they can engage meaningfully in learning and reach self-actualization.
In nursing education, Psychological Safety is compromised when students or practicing nurses face chronic overwork, fatigue, or unsafe conditions. These stressors obstruct emotional regulation, concentration, and professional growth.
“Emotional and mental well-being can only be supported when foundational needs such as physical safety and manageable workloads are met” (Dale-Tam, 2024).
4)..
This foundational level closely mirrors the concept of psychological safety in trauma-informed educational environments where learners must feel safe, respected and supported to thrive.
In the post-pandemic context, it is essential for nurses to feel secure in:
Expressing concerns
Making mistakes without fear of punishment
Trusting that their mental health is valued
These conditions are critical for fostering a trauma-informed approach that prioritizes trust, empowerment, and emotional resilience (Dale-Tam, 2024).
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