NR 536 Week 7 Designing an Experiential Learning Activity

NR 536 Week 7 Designing an Experiential Learning Activity

Student Name

Chamberlain University

NR-536: Advanced Health Assessment, Pathophysiology & Pharmacology for Advanced Nursing Practice

Prof. Name:

Date

Experiential Learning Activity

Part 1: Foundation for the Learning Activity

Experiential learning serves as a vital approach in nursing education, combining theoretical knowledge, practical skills, communication, collaboration, ethical decision-making, and professional conduct into a comprehensive learning experience (Jones & Guthrie, 2012). This approach emphasizes hands-on skills, psychomotor abilities, concept mapping, and interactive methods (Nunes et al., 2015). This paper aims to design an experiential learning activity specifically for nurses with less than two years of clinical experience. The goal is to enhance their clinical skills, deepen their knowledge base, and improve their overall quality of care. The activity is designed to achieve targeted learning objectives, focusing on new nurses within structured settings and realistic scenarios.

NR 536 Week 7 Designing an Experiential Learning Activity

Part 2: Description of the Experiential Learning Activity

The proposed learning activity will take place in a skills laboratory replicating an ICU environment. This space will feature a high-fidelity human patient simulator (HPS) mannequin designed to mimic chronic health conditions. The activity is embedded in a mentoring program for recent graduates, focusing on group-based role-playing with mentors observing interactions, decision-making, ethical considerations, and civility. Each group will receive tailored scenarios outlining specific roles, attributes, and challenges. This structured setup encourages reflection, discussion, and solutions to enhance learning (Victor et al., 2015). Following Kolb’s experiential learning model, participants will engage in stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation.

NR 536 Week 7 Designing an Experiential Learning Activity

Learning Objectives

This experiential learning activity aims to achieve three primary objectives: improving interprofessional communication and teamwork, fostering ethics-based decision-making, and promoting workplace civility. These objectives are integrated into the activity through scenarios designed to mimic real-life challenges. The simulated ICU environment provides a platform for young nurses to hone their clinical and interpersonal skills, aligning with the core competencies required in acute care settings.

NR 536 Week 7 Designing an Experiential Learning Activity

References

Jones, B., & Guthrie, K. (2012). Teaching and learning: Using experiential learning and reflection for leadership education. New Directions for Student Services. https://doi.org/10.1002/ss.20031

Nunes, S., Prado, M., Kempfer, S., & Martini, J. (2015). Experiential learning in nursing consultation education via clinical simulation with actors: Action research. Nurse Education Today, 35(2). https://doi.org/10.1016/j.nedt.2014.12.016

Romaniuk, D., Paula, M., & Liu, L. (2020). Comparison of debriefing methods after a virtual simulation: An experiment. Clinical Simulation in Nursing, 19. https://doi.org/10.1016/j.ecns.2018.03.002

Victor, C., Turk, M., & Adamson, K. (2015). Effects of an experiential learning simulation design on clinical nursing judgment development. Nurse Educator, 40(5). https://doi.org/10.1097/NNE.0000000000000159

Young, A., & Dufrene, C. (2020). Successful debriefing—Best methods to achieve positive learning outcomes: A literature review. Nurse Education Today, 34(3). https://doi.org/10.1016/j.nedt.2013.06.026