Experiential Learning and Learning Environments: The Case of Active Listening Skills

Wong, Juan Enrique Huerta; Schoech, Richard

doi:10.5175/jswe.2010.200800105

Cited by 36 publications

(8 citation statements)

References 21 publications

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“…Experiential learning is used in nursing programs because it improves psychomotor skills, provides situations for application of knowledge, and stimulates higher orders of thinking. Simulation and role-play experiences that are integrated throughout the nursing program are effective in giving students the opportunity to take didactic content and apply it in a safe environment (Alfes, 2011; Huerta-Wong & Schoech, 2010; Kesten, 2011; Shreeve, 2008; Sinclair & Ferguson, 2009). A systematic review of quantitative studies by Cant and Cooper (2010) identified simulation as a valid learning strategy producing increased student satisfaction as well as empowerment and improved self-efficacy in students.…”

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confidence: 99%

Nursing Student Anxiety as a Context for Teaching/Learning

Hutchinson

Goodin

2012

J Holist Nurs

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Experiential learning in nursing programs includes role-play, simulation, and live clinical experiences. Anxiety levels can heighten during experiential learning as students attempt to gain psychomotor skills and transfer knowledge into critical thinking. Nursing students may experience anxiety that can interfere with learning and critical thinking. However, the presence of student anxiety can be used to initiate a purposeful caring transaction between nursing faculty and student. The caring transaction is a way for faculty to model both caring and presence, create experiential learning of caring by students, and lead students to initiate self-care interventions to manage anxiety through the nursing program and beyond. Multiple learning outcomes can be achieved as the students integrate faculty-modeled concepts of caring and presence into simulated or real clinical situations, reduce or manage their anxiety, and improve their clinical judgment and critical thinking skills.

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confidence: 99%

Nursing Student Anxiety as a Context for Teaching/Learning

Hutchinson

Goodin

2012

J Holist Nurs

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“…All these women experienced violence, harassment, and loss of loved ones as a result of the conflict. To further protect their vulnerabilities and safety, I took care to approach topics via active listening, empathy, and sensitivity to their comfort, utilizing social work practice skills in the course of the study process (Akesson et al, 2014; Gerdes and Segal, 2011; Huerta-Wong and Schoech, 2010).…”

Section: Additional Research Challenges and Lessons Learnedmentioning

confidence: 99%

Social work practitioners in post-conflict Northern Ireland: Lessons from a critical ethnography

Moore

2016

International Social Work

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This article presents candid lessons learned by an 'outsider' conducting qualitative research in Northern Ireland over a 15-month period. Former combatant women (N = 14) with the Provisional Irish Republican Army (IRA) were interviewed using a critical ethnography framework. The findings include a description of difficulties in conducting such research in the areas of accessing hard-toreach samples, building trust and credibility over time, having a main gatekeeper, maintaining an apolitical position, modeling non-judgmental attitudes, and at all costs safeguarding confidentiality. These lessons resonated with the core tenets of social work practice which enabled and facilitated the conduct of this study.

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“…Participatory, experiential learning opportunities for focused experimentation within the taught curriculum can then develop generic aspects of students' ‘being’ and ‘doing’ capabilities. Theoretical/didactic approaches alone have been found to be insufficient for teaching communication and interpersonal skills; practitioners require additional experiential methods to be used so that abstract concepts are experimented with and reflected upon and learning is embedded (Huerta‐Wong & Schoech ; Napoli & Bonifas ). Behavioural approaches to skills acquisition (‘doing’) may be useful, e.g.…”

Section: An Integrated Approach To Including Communication With Childmentioning

confidence: 99%

Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum

Lefevre

2013

Child & Family Social Work

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Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum Article (Accepted Version) http://sro.sussex.ac.uk Lefevre, Michelle (2015) Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum. Child and Family Social Work, 20 (2). Lefevre, Michelle (2015) Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum. Child and Family Social Work, 20 (2). pp. 211-222. Abstract Qualifying social work education must provide students with a variety of experiential, personalised, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in England are not consistent in the curriculum structures, content and pedagogical approaches they are employing to teach and assess this topic. This paper discusses first how current proposals for the reform of qualifying education in England do not address the ambiguities and discretion in regulatory guidance which have meant that the place and relevance of this topic within the curriculum remain uncertain and contested. It the daas o a odel of the seueig of studets leaig aad development in qualifying training, deeloped though the authos eet epiial eseaah, to present an integrated and coherent approach to the teaching, learning and assessment of this topic. It is proposed that this strategy will enable students to deelop the geei, hild-foused ad applied hild-speialist apaailities they need for the Koig, Beig aad Doig of effetie communication with children.

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Experiential Learning and Learning Environments: The Case of Active Listening Skills

Cited by 36 publications

References 21 publications

Nursing Student Anxiety as a Context for Teaching/Learning

Nursing Student Anxiety as a Context for Teaching/Learning

Social work practitioners in post-conflict Northern Ireland: Lessons from a critical ethnography

Integrating the teaching, learning and assessment of communication with children within the qualifying social work curriculum

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