Analysis of Clinical Experience Using Kolb’s Experiential Learning Theory: Postgraduate Medical Surgical Nursing Track Students in Selected Sub-Specialties at the University Teaching Hospital of Kigali, Rwanda

BackgroundClinical experiences provide an opportunity for nursing students to integrate theoretical knowledge into practice, and analyze their learning using a theoretical model. Students do not take this opportunity unless it is intentionally included by the facilitators. These observations from the second cohort of medical surgical nursing students with their facilitators, regarding their clinical training period in selected sub-specialties at the University Teaching Hospital of Kigali (CHUK) aimed at developing students’ analytical and observational skills while developing clinical skills.MethodsThe study involved nine medical surgical nursing students who were in different subspecialties at CHUK from 7th January up to the 20th February, 2019. Informed observational approach and concomitant reporting were used to validate their learning and gain clinical experience. The students used Kolb’s Experiential Learning Theory to analyze their experience, with the focus on innovative skills.ResultsAll medical surgical nursing students reported that they improved their knowledge and skills during clinical practice, while broadening their outlook.ConclusionKolb’s Experiential Learning Theory is useful in validating and bridging theoretical learning to clinical practice.Rwanda J Med Health Sci 2021;4(3):430-436

A Proposed Module for the Course Modalities and Assessment of Learning in Post-Baccalaureate Diploma in Alternative Learning System (PB-DALS)

This study proposed two modules for the course Modalities and Assessment for Learning in PB-DALS. The 4As strategy on teaching as suggested in Kolb’s Experiential Learning Theory served as its core design. As such, it follows the Activity, Analysis, Abstraction, and Application phases of lesson episodes. Its contents, on the other hand, are reflective on the results of the findings reported as regards modalities and assessments of learning employed by the ALS programs implementers across diverse groups. These modules are deemed useful for teachers of PB-DALS, ALS programs implementers, and policy makers of the ALS. Taking things holistically, it is suggested that said modules be subjected for validation.

Leveraging the Added Value of Experiential Co-Curricular Programs to Humanize Medical Education

Background: The aftermath of the 1910 Flexner report resulted in significant gaps in the structure of medical education. Experiential co-curricular opportunities can contribute to addressing these gaps. Purpose: To explore, from a holistic social constructionism perspective, the added value of a co-curricular program, designed and implemented based on Kolb’s Experiential Learning Theory. Methodology/Approach: In this case study, randomly selected medical students, who had participated in an experiential co-curricular program, undertook focus group sessions. Data were inductively analyzed using thematic analysis based on constructivist epistemology. Findings/Conclusions: Benefits at the individual/student level included three interlinked themes: personal, academic, and professional development. The personal development theme related to building character and resilience, and the academic development theme related to application of theory and previously acquired knowledge. Four categories surfaced within the professional development theme. Emergent categories at the community level were institutional advancement, contribution to host centers, and giving back to the community. Implications: Co-curricular programs, that are based on Kolb’s Experiential Learning Theory (ELT) and that foster learning as participation in the social world, humanize medical education, and nurture holistic millennial physicians.

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

The Potential Advantages Of Utilizing Venacular Language In Early Education In Papua As A Bridge To The Indonesian National Educational System

This paper discusses the potential advantages of using vernacular language instruction to address the high drop out rates of indigenous elementary students in Highlands Papua, Indonesia. The effect of challenges created by differences between local culture and the culture presented in the national Indonesian educational system is discussed. David Kolb’s Experiential Learning theory is discussed as a method that can improve student outcomes by encouraging early comprehension through linguistically and culturally relevant experiences. Successful bilingual primary education programs in various countries are discussed. Examples are presented that illustrate the importance and advantages of foreigners acknowledging local language and culture while amongst the Papua people. This paper proposes steps that the Indonesian government, especially the local jurisdiction of Papua province’s governance, can take to utilize vernacular language to address the achievement gap of indigenous elementary students in Highlands Papua.

Shaping an Evaluation Framework for Simulations

This chapter presents a hypothesized evaluation framework for measuring the effectiveness of simulations for learning, while indirectly providing an instructional design framework. The proposed framework was formulated using course design concepts, a newly emerged purpose-based simulation taxonomy, and a frame using Kolb's Experiential Learning Theory. To examine the untested taxonomy, which posited an alignment between purpose-based simulation categories to that of Bloom, an analysis reviewing literature within the last decade identified 80 articles. Correlation analysis indicated the area of application when compared to that of a modeling-based simulation type presented the strongest relationship. A summary section includes various domain examples to demonstrate an initial examination for fit to the newly proposed framework.

Experiential Learning in Business Communication: Starting a Peer-Reviewed Student Journal and Podcast

Ancient Greeks such as Plato, Socrates, and Aristotle realized the need for combining intellectual, theoretical learning with practical, real-world experiences. Modern educational theorists continue to make similar pleas for the need of a more holistic and experiential view of education. To promote experiential learning in business communication, Brigham Young University – Provo (BYU) started a peer-reviewed student journal and podcast for business students. The students’ experiences mirror Kolb’s experiential learning theory cycle (1984) and Mezirow’s theories on critical reflection and transformative learning, (1990, 1998, 2000). Students’ reflective comments were reviewed using Morris’ (2019) five characteristics of concrete learning experiences. Additionally, student ratings for this course are compared to other business management courses at BYU. These comparisons illustrate the high rating students give experiential learning courses. As the journal and podcast continue to grow in popularity, the opportunities for students have also grown because the students are gaining practical experience for future careers.