Experiential learning in practice: An ethnographic study among nursing students and preceptors

Area of Science:

• Nursing Education
• Clinical Pedagogy
• Experiential Learning

Background:

• Clinical placements are crucial for nursing student development.
• Effective preceptorship is vital for translating expert knowledge to student learning.
• Reflective practice is increasingly recognized as a key component of professional development.

Purpose of the Study:

• To explore reflective dialogues between preceptors and nursing students.
• To examine how preceptors utilize expert knowledge to enhance student experiential learning.
• To identify strategies that promote critical thinking and problem-solving in clinical settings.

Main Methods:

• Two 30-hour courses on reflective teaching were conducted.
• Data collected via non-participatory observation, informal conversations, in-depth interviews, and focus groups.
• Study involved 15 preceptors and 27 undergraduate nursing students across two hospital settings.

Main Results:

• Preceptors employed strategies such as linking theory to practice, using examples, and encouraging professional role adoption.
• Enhancing student autonomy was identified as a key factor in promoting experiential learning.
• The wealth of preceptor experience is invaluable for student learning and problem-solving.
• Students expressed a desire for more active participation in their learning process.

Conclusions:

• Preceptors' expert knowledge and skillful questioning are essential for fostering reflective dialogues and critical thinking in nursing students.
• Strategies promoting active student engagement and autonomy are vital for effective experiential learning in clinical placements.
• Addressing students' demand for active roles can further optimize the preceptorship experience and learning outcomes.