Article

Transformative Learning in an educational theory that posits that
individuals learn and grow when their meaning perspectives (frames of reference
for interpreting an experience based on knowledge, feelings, values and beliefs)
are reformulated following a critical event. This theory has become quite
influential in the exploration of adaptation to chronic illness. This study
explored whether the change that occurs following stroke follows a process
similar to transformative learning. METHOD: Grounded Theory approach was used to
explore changes in meaning perspective among 12 people who were members of stroke
support organisations, had a stroke at least 1 year prior to the study and
described themselves as viewing life positively following stroke. Constant
comparison analysis of interviews with these individuals was used to explore
their experience following stroke. RESULTS: Meaning perspective transformation
occurred with four factors contributing to transformation: triggers, support,
knowledge and choices to action. A substantive grounded theory of the process of
meaning perspective transformation following stroke is presented, which
illustrates the interaction of these contributing factors in initiating and
facilitating the transformation process. CONCLUSION: Transformative learning can
offer insight into how people who have experienced stroke learn, rebuild
competence and re-engage in valued activities.

Langue : ANGLAIS