From silence to action: Nursing students’ transformative learning experiences in sexuality care for cancer patients – A qualitative study

Oztoprak P. U., KURT B.

European Journal of Oncology Nursing, vol.80, 2026 (SCI-Expanded, SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 80
  • Publication Date: 2026
  • Doi Number: 10.1016/j.ejon.2025.103070
  • Journal Name: European Journal of Oncology Nursing
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, CINAHL, MEDLINE, Psycinfo
  • Keywords: Cancer, Clinical competence, Implicit curriculum, Nursing, Qualitative study, Sexuality, Transformative learning
  • Hacettepe University Affiliated: Yes

Abstract

Purpose This study aims to explore nursing students' experiences during oncology internships related to sexuality care for cancer patients, based on Mezirow's Transformative Learning Theory, and to reveal their shift from implicit learning to transformation. Method A qualitative phenomenological design guided by Transformative Learning Theory was employed. Semi-structured interviews were conducted with seventeen final-year nursing students who had completed oncology internships. Data were analyzed using Colaizzi's seven-step method with MAXQDA software. Results Three main themes were identified: (1) Implicit Learning Experience (e.g., disorienting dilemmas, shared assumptions), (2) Meaning-Making (e.g., emotional reflection, rational discourse, emotional and cognitive dissonance, unclear professional boundaries), and (3) Transformation (e.g., actions, awareness). Conclusions Students’ progression from implicit learning to transformation in sexuality care demonstrates the potential of transformative learning to address cultural and educational barriers. Structured, reflective, and experiential interventions are essential to enhance competence and confidence in this area.