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Defining experiential learning: nurse tutors' perceptions.

P Burnard

    Nurse Education Today
    |February 1, 1992
    PubMed
    Summary
    This summary is machine-generated.

    This study explored nurse educators' and students' views on experiential learning methods. Findings highlight diverse definitions and implications for nursing education, emphasizing practical experience in training.

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    Area of Science:

    • Nursing Education
    • Pedagogy
    • Healthcare Training

    Background:

    • Experiential learning is a key topic in nursing education literature.
    • Understanding perceptions of experiential learning methods is crucial for effective nurse training.
    • Previous research has not fully explored nurse tutors' and student nurses' definitions.

    Purpose of the Study:

    • To investigate nurse tutors' and student nurses' perceptions of experiential learning.
    • To compare and contrast their definitions with existing literature.
    • To identify implications for improving nursing education strategies.

    Main Methods:

    • In-depth interviews were conducted with 12 nurse tutors.
    • Qualitative data on definitions of experiential learning and methods were collected.

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  • Definitions were analyzed and compared against established literature.

    • Main Results:

    • Nurse tutors and student nurses hold varied definitions of experiential learning.
    • Discrepancies exist between practical understanding and theoretical definitions in literature.
    • Key themes emerged regarding the application of experiential learning in clinical settings.

    Conclusions:

    • There is a need to align practical understanding with theoretical frameworks of experiential learning in nursing.
    • Educational strategies should incorporate diverse student and tutor perspectives.
    • Refined definitions can enhance the effectiveness of experiential learning in nurse education.