Experiential learning and teaching--a critical evaluation of an enquiry which used phenomenological method

Experiential teaching methods have been recommended as the most effective medium for students to acquire the interpersonal skills and self-awareness required for the mental health nurse. This enquiry developed from the premise that there is potential for students to learn effectively in experiential teaching sessions. The authors experience of teaching in mental health gave focus to the question as to whether nurse teachers consider, and then use, a particular experiential learning framework when facilitating experiential teaching methods. The enquiry was an individual case study of one nurse teacher, and the data were collected through non-participant observation and focussed, non-directive interviewing. The philosophical perspective and methodology was phenomenological with the data analysed using phenomenological guidelines. This was used as it concentrated on the nurse teachers understanding of experiential learning as a phenomenon. The results concluded that the nurse teacher had a clear understanding of experiential learning and aspects of her interpretation manifested themselves within the classroom as part of experiential teaching. When compared with the literature there were commonalities with the meaning of experiential learning held by the nurse teacher studied. The focus of this paper is to report briefly on the enquiry, and then offer a detailed critical description and evaluation of the methodological approach used.