Experiential learning in nursing consultation education via clinical simulation with actors: Action research

Experiential Learning Curriculum Delivery Approach for Quality Improvement in Resource Limited Settings: Mobile Learning for Point-of-Care Technologies

“…It is also defined as the construction of knowledge and meaning from real-life experience (Yardley et al, 2012). Majority of studies conducted in Upper-middle-income countries UMICs, including those conducted within the last five years (de Oliveira et al, 2015;Dhital et al, 2015) refer back to Kolb (1984) four-stage experiential learning cycle: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation to define experiential learning. The Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multi-linear model of professional development, both of which are consistent with what is known about how people learn, and develop (Boyatzis & Kolb, 2003).…”

“…In resource-limited settings, experiential learning is mostly used in the training of student nurses, public health practitioners, and medical students. The following experiential learning approaches were shown to form part of the healthcare students training: clinical simulations (de Oliveira et al, 2015), field studies (Hu, Abraham, Mitra, & Griffiths, 2015) and public health screenings (PHS) (Wee, Yeo, Tay, Lee, & Koh, 2010). The proposal and implementation of experiential learning through clinical simulation with undergraduate nursing students proved to be a rich and appropriate process of training students to develop creative and critical-reflexive skills (de Oliveira et al, 2015).…”

“…The following experiential learning approaches were shown to form part of the healthcare students training: clinical simulations (de Oliveira et al, 2015), field studies (Hu, Abraham, Mitra, & Griffiths, 2015) and public health screenings (PHS) (Wee, Yeo, Tay, Lee, & Koh, 2010). The proposal and implementation of experiential learning through clinical simulation with undergraduate nursing students proved to be a rich and appropriate process of training students to develop creative and critical-reflexive skills (de Oliveira et al, 2015). A study conducted in Bangladesh showed that field studies provided students with first-hand insights into issues such as delivery of primary care services, the impact of environmental conditions and poverty on a large scale, and the challenges associated with a rapidly developing economy (Hu et al, 2015).…”

Experiential Learning and Knowledge Creation: Applications in Nursing

“…Essa forma de compartilhar o conhecimento permite que a organização se aproprie do conhecimento e, portanto, a sua transferência entre grupos ou pessoas da mesma organização. 4,8 Isso se verifica também no processo de internalização, no qual ocorre a conversão do conhecimento explícito em conhecimento tácito. Nesse processo, o enfermeiro pode desenvolver atividades de educação permanente, utilizando apostilas que poderão ser, posteriormente, utilizadas e compartilhadas entre a equipe.…”

“…10 Outro exemplo de internalização refere-se aos grupos de discussão ou às reuniões de gerência, nas quais se utilizam métodos científi-cos para diagnosticar os problemas da organização, assim como uso de dados estatísticos para subsidiar as decisões. 4,8 No processo de combinação, em que há a troca de conhecimentos explícitos, pode-se ter como exemplo o trabalho da equipe multidisciplinar para criação de guias de tratamento dos pacientes com determinado diagnóstico, garantindo cuidado humanizado e específico para esses pacientes. 5 Assim, o desempenho do serviço de enfermagem de qualidade depende de uma cultura de compartilhamento de aprendizagem e conhecimento com vistas à obtenção de competên-cias para o cuidado ao cliente.…”