Exploring development of leadership capacities in undergraduate nursing students through transformative learning: a narrative review

Abstract

Transformative learning (TL) is seen as an instructional reform in health professions education to develop leadership capacities and eventually produce change agents. This article explores the development of leadership capacities of nurse practitioners at an undergraduate level through TL practices. This exploration is based on an exploratory narrative review of literature on TL and leadership capacities. The potential contribution of this exploration of literature can be to raise consciousness among nursing academics about TL with the aim of engendering leadership capacities in their students. This article therefore poses the following question: What is TL and how can it be utilised in the development of leadership capacities in undergraduate nursing students? TL is an adult learning theory that involves an ongoing dialogical process towards self-actualisation and social empowerment of others. It proposes that human beings should expand their consciousness through critical reflection and discourse and, more importantly, act on the new assumptions and perspectives they attain. The preliminary review suggests that TL practices can be used to cultivate leadership capacities in undergraduate nursing students. It is proposed that application of the principles of TL theory be translated into an empirical study to provide evidence-based guidelines on developing leadership capacities in undergraduate nursing students.