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

EFFECTIVENESS OF INTEGRATED TEACHING MODULE ON COGNITIVE DOMAIN AMONG NURSING STUDENTS- A PRE EXPERIMENTAL STUDY

The meaning of the term integration is coordination of different activities. Over the years, the subjects under the curriculum for the under graduate's students was taught separately. The study was planned to integrate three subjects namely Medical Surgical Nursing, Pathology and Pharmacology together for better understanding and relevant learning. The research approach for this study was quantitative research approach. A Pre experimental Single group pretest posttest design was used. Total 30 students were enrolled in the study. Pretest was conducted followed by introducing integrated teaching module and Posttest after the completion of the Module. Opinionnaire was obtained from the participants. Result was analyzed using inferential statistics. The calculated t value 6.07 is greater than the table t value of 2.756 which is statistically signicant at p value <0.001. This indicates that the integrated teaching can be used to improve the cognitive domain of the students.