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Experiential learning: issues for supervision.

B J Dewar¹, E Walker

¹Department of Health and Nursing, Queen Margaret College, Edinburgh, UK. b.dewar@mail.qmced.ac.uk

Journal of Advanced Nursing

|December 3, 1999

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This study evaluated work-based learning in nursing education, finding a disconnect between its philosophy and delivery. Addressing this gap is crucial for realizing the benefits of experiential learning for students.

Area of Science:

Nursing Education
Work-Based Learning
Experiential Learning

Background:

Work-based learning (WBL) aims to accredit experiential learning in postregistration community health nursing.
Evaluating WBL requires understanding stakeholder perspectives on learning processes.

Purpose of the Study:

To evaluate work-based learning in a community health nursing degree.
To explore the gap between WBL philosophy and its departmental delivery.
To identify factors influencing the realization of WBL benefits.

Main Methods:

Illuminative Evaluation methodology.
Six in-depth case studies involving students, workplace supervisors, and academic supervisors.
Data collection through documentation, observation, interviews, and focus groups.

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Main Results:

A significant gap was identified between the educational philosophy of WBL and its actual implementation.
The potential benefits of WBL for students were not fully realized due to this delivery gap.
Educators' reflective practice is essential for effectively facilitating student learning in WBL.

Conclusions:

Effective WBL requires aligning educational philosophy with delivery practices.
Open debate among educators regarding the role of supervisors is vital for successful WBL.
Facilitating WBL necessitates educators engaging in reflective practice to understand and support student learning.