A survey to determine how experiential learning is applied during clinical teaching of student nurses in training institutions in Namibia
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Date
2000
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Abstract
This study was undertaken to determine how the experiential learning cycle is applied during clinical sessions in the nursing training institutions in Namibia. The main objectives of this study were: to find out how learning experiences were selected by registered nurses and nurse educators for concrete exposure by the students and to evaluate how students were assisted for future actions
The study was conducted at the three training institutions, in Hospital A, Hospital B and Hospital C. Analysing the data provided by the respondents, the study concluded that the students' learning experiences were not always properly planned. Learning objectives were not clearly formulated, or understandable to students. No adequate time was set out for clinical teaching. Time for reflection, for individuals or groups of students, was not always provided. Students were seldom encouraged to make decisions for plans of action. Students were not always offerred opportunities for self-evaluation and evaluation of lecturers and registered nurses were obscure to students
Based on the above findings, the study recommends that lecturers and registered nurses should have knowledge and skills on experiential learning theory that enables them to facilitate the use of this in nursing education, particularly its application in clinical teaching. In other words, the study recommends that our training institutions should emphasize the application of Kolb's theory, "learning by doing"
The study was conducted at the three training institutions, in Hospital A, Hospital B and Hospital C. Analysing the data provided by the respondents, the study concluded that the students' learning experiences were not always properly planned. Learning objectives were not clearly formulated, or understandable to students. No adequate time was set out for clinical teaching. Time for reflection, for individuals or groups of students, was not always provided. Students were seldom encouraged to make decisions for plans of action. Students were not always offerred opportunities for self-evaluation and evaluation of lecturers and registered nurses were obscure to students
Based on the above findings, the study recommends that lecturers and registered nurses should have knowledge and skills on experiential learning theory that enables them to facilitate the use of this in nursing education, particularly its application in clinical teaching. In other words, the study recommends that our training institutions should emphasize the application of Kolb's theory, "learning by doing"
Description
Theses submitted in fulfilment of the requirements for the degree of master in nursing science
Keywords
Nursing, Training