“Learners are learning from experiences they have experienced which cannot be taught by teachers except themselves.”

EXPERIENTIAL LEARNING BRIDGE TOWARDS EXCELLENT CLINICAL NURSING PRACTICE

James Malce Alo, RN, MAN, MAP, Ph.D

James Malce Alo, RN, MAP, MAN, PhD

EXPERIENTIAL LEARNING

Bridge towards Excellent Clinical Nursing Practice

JAMES M. ALO, RN, MAP, MAN, PhD

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Experiential LearningBridge towards Excellent Clinical Nursing Practice

Philippine Copyright, 2009 byJames M. Alo1st Edition

Published and exclusively distributed By: HanjazZ PublishingAdd: Blk 2Lt 13-C Grasshopper St. Saint Mary VillageLas Pinas City, 1740Mobile #:09187309403Tel #:(02)846-1450Web site: http://www.james2gloves.com

ISBN # 978-971-94484-19

ALL RIGHTS RESERVEDNo part of this book may be reproducedIn any form or by any means without the written permission from the author.

Printed byA & C Printers200- A N Domingo St. San Juan CityTel. # 986-33-23/998-2507E-mail Add: ac_printer@yahoo.com.ph iii

To penetrate into the essence of all learners and significance and to release the fragrance of that inner attainment for the guidance and benefit of others, by expressing, in the world of forms, charity and beauty – this is the sole game which has any intrinsic and absolute worth. All other, happenings, incidents and attainments can, in themselves, have eternal importance.

James Malce Alo------ To whom this book is dedicated

Preface

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This book is written primarily for teachers who will be creating environments for learners and guiding their learning and development in schools, skills in laboratory, and hospital exposure. Instructors and students who are interested in the academic study of experiential learning will find the book useful. This book is a comprehensive chronological description of student’s experiences and insights in the classroom, laboratory, and clinical exposures.

Learning, thus, is presented as a process and I have consistently translated it into an experience in which individuals engage. I encourage teachers and students to apply the information in this book in a flexible manner when they are learning by experience. In this age of scientific research, personnel in academic programs for students nor informed teachers can’t afford to ignore the impact of research studies on the management of learners’ education. Thus, it is imperative that those who will be responsible for creating environments for students acquire a base knowledge from which to make decisions and for structuring their own future growth in understanding learning development.

JMA

Brief ContentsPage

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DedicationPreface

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PART 1Introduction 1

Chapter 1Experiential Learning 3What is Learning Types of Learning

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Domains of Learning 9Other Types of Learning 10Kolb’s Experiential Learning Theory 14Experiential Learning can be a highly Effective Method in Nursing Education

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Sudbury Model of Democratic Education 22Humanistic Nursing Practice Theory 24Teacher an Agent of Change 26The Nature of Experience 27Types of Experiential Learning Theory 28Experiential Educator’s Role 28The Active Involvement of the Students 30The Teachable Moment of Experience 31Cyclical Nature of Theory 35Five Models of Team Teaching 35Basic Prerequisites for Successful Team Teaching 38Types of Team Teaching 40Category of Team Teaching 42Ethnography in Health Care 48

Chapter 2Nursing Culture 50

Postmodern Notions of Culture 50Culture Becoming: Nursing Education 52Ways of Knowing 53Culture Socialization 55

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Intention to Nurse 56Cultural Development of Expertise 57Cultural Context 58Modernist Excellence Context 59Discourse of Best Practice 60Time and Space in Context 61Power in Context 62Nursing Work Culture 64Cultural Being: Entering the Client’s World 65Routines 65Dialogue Relation 66Caring Presence 70Community Base Caring 72Cultural Knowing 74Disciplinary Power 74Evidence Based Practice 76Reflection and Praxis 77

Learning enhancement by Effective Study Skills and Habits

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Simulation Technology for Undergraduate Nursing Education

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PART II Chapter 3

Team Teaching (TT)* Experiences:1. Developed teamwork between and among

student nurses2. Helped broaden understanding of the course3. Enhanced knowledge4. Improved interaction and critical thinking skills5. Fostered camaraderie among group members6. Sometimes TT as strategy can be also

perceived disapprovingly* Researchers’ Observation

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9194959899

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* Insights on the Experiences 108

Chapter 4Practical Return Demonstration (PRD)

* Experiences:1. Knowledge learned from the classroom was

applied2. Understanding of nursing care was

strengthened3. Confidence in delivering care was developed4. Student nurse was prepared to be a

competent nurse5. Psychomotor skills through coordination was

developed6. Student nurse was trained in advance7. Organization in delivery of care is developed* Researchers’ Observation* Insights on the experiences

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115116

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118120123126

Chapter 5Hospital Exposure (HE)

* Experiences:1. Applied nursing skills to real settings2. Rendered individualized nursing care3. Appreciated the law of health and well-

being4. Challenged work to care giving5. Likened the work of a professional nurse6. Acquired mastery of the clinical

procedures* Researchers’ Observation* Insights on the Experiences

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136139141

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Chapter 6Descriptions to the Teaching Strategies Used by

the Nursing Instructors154

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* Experiences:1. Teamwork in teaching2. Challenging, students were inspired to

study the course3. Catches interest to students4. It is exciting resulting to high expectation5. Dependency among teachers in presenting

topic discussions* Researchers’ Observation* Insights on the Experiences

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159160163

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Chapter 7Values learned as student nurses experienced

providing care to their clients1. Reverence2. Integrity3. Compassion4. Excellence

* Researchers’ Observation* Insights on the Experiences

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173174176178182184

Chapter 8Students beliefs to experiential learning based on

their experienced in the school and hospital

* Researchers’ Observation* Insights on the Experiences

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Chapter 9Intentions of the Student Nurses in Doing Nursing

Care* Researchers’ Observation* Insights on the Experiences

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Chapter 10

Students view the relationship of experiential learning towards clinical nursing practice

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* Researchers’ Observation* Insights on the Experiences

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Chapter 11Outcome of team teaching, practical return

demonstration, and hospital exposure that changed student nurse’s life direction

* Researchers’ Observation* Insights on the Experiences

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Conclusion 235Appendix a 237References 239Subject Index 246Name Index 251