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The language of experiential learning.

¹University of Wales College of Medicine, Heath Park, Cardiff.

Journal of Advanced Nursing

|July 1, 1991

Summary

This summary is machine-generated.

This study identified two distinct language styles in nursing education regarding experiential learning. These communication differences may create barriers between nurse tutors and students.

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Area of Science:

Nursing Education
Experiential Learning
Communication Studies

Background:

Experiential learning is a key pedagogical approach in nursing education.
Understanding perceptions of experiential learning is crucial for effective teaching and learning.
Previous research has not fully explored the linguistic aspects of experiential learning in nursing.

Purpose of the Study:

To analyze the language styles used by nurse tutors and students concerning experiential learning.
To identify potential communication barriers arising from differing language use in nursing education.
To explore the concept of a 'culture isogloss' in the context of experiential learning.

Main Methods:

Qualitative research methodology.
Modified grounded theory approach for data analysis.

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Semi-structured interviews with nurse tutors and student nurses.

Main Results:

Two distinct language styles were identified among participants discussing experiential learning.
These language styles potentially represent a 'culture isogloss' or communication barrier.
The findings highlight differences in how tutors and students articulate their experiences with experiential learning.

Conclusions:

The identified language styles may hinder effective communication and understanding in experiential nursing education.
Addressing these linguistic differences is important for bridging the gap between nurse tutors and students.
Further research is needed to explore interventions for mitigating these communication barriers.