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Using experiential learning methods with larger groups of students

P Burnard

    Nurse Education Today
    |February 1, 1993
    PubMed
    Summary
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    Experiential learning methods can be challenging in large nursing classes. This paper presents student-facilitation structures to improve interpersonal skills training and links learning to clinical practice.

    Area of Science:

    • Nursing Education
    • Interpersonal Skills Development
    • Experiential Learning Theory

    Background:

    • Experiential learning methods are recommended for nursing education.
    • Large student groups in Project 2000 courses pose challenges for traditional experiential learning.
    • Effective implementation requires structured approaches.

    Purpose of the Study:

    • To propose adaptable structures for experiential learning in nursing education.
    • To explore the concept of student-facilitation within these structures.
    • To emphasize the importance of evaluating experiential learning and its clinical relevance.

    Main Methods:

    • The paper proposes two distinct structural models for facilitating experiential learning.
    • These models are based on the principle of student-facilitation.

    Related Experiment Videos

  • The study emphasizes the need for effective evaluation of experiential learning groups.

    • Main Results:

    • Two student-facilitation structures are offered as solutions for large nursing cohorts.
    • The proposed structures aim to overcome difficulties associated with large group sizes.
    • Effective evaluation and clinical linkage are highlighted as crucial components.

    Conclusions:

    • Student-facilitation offers a viable approach to implementing experiential learning in large nursing classes.
    • Structured experiential learning enhances interpersonal skills development.
    • Connecting learning experiences to clinical nursing practice is essential for effective skill transfer.