Design of an Experiential Learning Activity

Amanda Slepicka Chamberlain College of Nursing October 17th, 2019

Introduction Experiential learning is a cornerstone in nursing education, offering students the opportunity to engage with real-world scenarios that enhance critical thinking, problem-solving, and application of theoretical knowledge. The effectiveness of experiential learning lies in its ability to immerse students in situations that require them to apply both learned knowledge and past experiences to draw meaningful conclusions. The role of the nurse educator is crucial in designing activities that not only engage students during the learning process but also encourage continued reflection and analysis long after the activity is completed. This essay explores the design of an evolving case study as an experiential learning activity for baccalaureate nursing students in their final semester. The activity aims to enhance critical thinking, communication, and ethical reasoning skills, which are essential in nursing practice.

Part 1: The Experiential Learning Activity The selected learning activity is an evolving case study designed to take place during a post-conference session. This activity targets baccalaureate nursing students in their final semester, preparing them for the transition from academic learning to professional practice. The students will be organized into small groups of three to four, fostering collaborative learning and peer support. Each group will be provided with information relevant to the case study, and they will be tasked with analyzing the scenario and developing solutions based on the following five learning objectives:

1. Describe how communication affects work environment and patient outcomes.
2. Provide reasons and rationale for the nurse offering the patient alternative options.
3. Describe how active listening skills facilitate communication.
4. Explain the benefits of holistic care to the patient.
5. Identify and describe the ethical dilemmas in the scenario.

Rationale for Learning Objectives Learning objectives are a critical component of the educational process, guiding both the educator and the students toward achieving specific outcomes. For the nurse educator, these objectives offer a clear direction for planning, delivering, and assessing the educational activity. For students, learning objectives provide a roadmap, helping them focus their efforts on mastering the skills and knowledge necessary for their professional development.

The first objective emphasizes the importance of communication in nursing. Effective communication is linked to better patient outcomes and a positive work environment. It enables nurses to collaborate with other healthcare professionals, ensure continuity of care, and address patient concerns effectively. Research shows that poor communication can lead to medical errors, decreased patient satisfaction, and higher rates of staff turnover (Foronda, MacWilliams, & McArthur, 2016). By exploring this objective, students will understand the vital role communication plays in patient safety and team dynamics.

The second objective encourages students to consider the rationale behind offering alternative options to patients. This aspect of patient-centered care is crucial in respecting patient autonomy and promoting shared decision-making. It requires nurses to be knowledgeable about various treatment options and to communicate them effectively to patients, ensuring that they are fully informed before making decisions about their care (Barry & Edgman-Levitan, 2012).

The third objective focuses on active listening, a skill that is fundamental to effective communication. Active listening involves not only hearing the words spoken by the patient but also interpreting the underlying emotions and concerns. It is a key component of building trust and rapport with patients, which is essential for accurate assessment and effective care planning (Zenger & Folkman, 2016). Through this objective, students will learn to engage with patients on a deeper level, enhancing their ability to provide empathetic and patient-centered care.

The fourth objective addresses holistic care, which considers the physical, emotional, social, and spiritual needs of the patient. Holistic care recognizes that patients are more than just their medical conditions; they are individuals with unique experiences, beliefs, and values. By providing holistic care, nurses can improve patient outcomes and satisfaction (Dossey & Keegan, 2016). This objective encourages students to think beyond the clinical aspects of care and to consider the whole person in their nursing practice.

The fifth objective involves the identification and analysis of ethical dilemmas. Ethical reasoning is a critical skill for nurses, who often face complex situations where the right course of action is not always clear. By engaging with ethical dilemmas in the case study, students will develop their ability to navigate the moral complexities of nursing practice and make decisions that align with professional standards and patient needs (Beauchamp & Childress, 2019).

The Role of Active Learning in Experiential Education Active learning is an educational approach that engages students in the learning process by requiring them to actively participate in meaningful activities and reflect on their experiences. The evolving case study described in this essay is an example of an active learning strategy that encourages students to apply their knowledge to a realistic and dynamic scenario. By simulating a situation they may encounter in their future practice, the case study allows students to integrate concepts from previous and current courses, enhancing their critical thinking and problem-solving skills.

Research supports the effectiveness of active learning in nursing education. Studies have shown that active learning strategies, such as case studies, simulations, and problem-based learning, improve students' clinical reasoning, critical thinking, and retention of knowledge (Cant & Cooper, 2017). Additionally, active learning promotes student engagement, motivation, and satisfaction, leading to better academic and professional outcomes (Freeman et al., 2014).

In the context of the evolving case study, active learning is further enhanced by the collaborative nature of the activity. Working in small groups, students can share their perspectives, challenge each other’s thinking, and learn from one another. This collaborative approach mirrors the teamwork that is essential in nursing practice, preparing students to work effectively as part of a healthcare team.

Conclusion The design of an experiential learning activity, such as the evolving case study, is a critical task for nurse educators. By focusing on key learning objectives related to communication, patient-centered care, active listening, holistic care, and ethical reasoning, educators can create a rich learning experience that prepares students for the challenges of nursing practice. Active learning strategies, such as the one described in this essay, not only engage students in the learning process but also foster the development of critical skills necessary for their professional growth. As nursing education continues to evolve, experiential learning activities will remain an essential component in preparing the next generation of nurses for the complexities of healthcare.

References Barry, M. J., & Edgman-Levitan, S. (2012). Shared decision making—The pinnacle of patient-centered care. New England Journal of Medicine, 366(9), 780-781. https://doi.org/10.1056/NEJMp1109283

Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University Press.

Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Education Today, 49, 63-71. https://doi.org/10.1016/j.nedt.2016.11.015

Dossey, B. M., & Keegan, L. (2016). Holistic nursing: A handbook for practice (7th ed.). Jones & Bartlett Learning.

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 36-40. https://doi.org/10.1016/j.nepr.2016.04.005

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111

Zenger, J., & Folkman, J. (2016). What great listeners actually do. Harvard Business Review. https://hbr.org/2016/07/what-great-listeners-actually-do