Experiential learning

Mellish et al (2003:98), state ‘experiential learning is increasingly accepted as being essential to professional development and work-based learning’. The student

achieves this type of learning by performing a task or being involved in the

experience. Experiential learning allows the student to reflect on the experience and make the necessary adjustments for future learning. Experiential learning gives the student the opportunity to apply theory to practice and see the relevance of the learning content to practice.

Quinn (2001:62), indicates in the last twenty years, experiential learning has become firmly established in the nursing curricula. Experiential learning involves the student being active and participating in the learning experience. The student learns by actively performing and doing tasks, rather than by listening or reading about a particular subject. Nursing by its nature is practical and learning is very much by understanding how certain tasks are done.

Anderson and Kiger (2008:443), conducted a study between August 2005 and February 2006 in the United Kingdom. Ten students from the Robert Gordon

University, who had community placements in both city and rural areas and who had undertaken independent visits, volunteered for the study. The study used a

qualitative approach to discover the experiences of student nurses working on their own in the community and what these experiences meant for them. The study offered important insights into the meaning that these students attached to the experience of independent working. The students verbalised that their confidence was built by being able to independently perform clinical skills, and being trusted by their mentors, while working without direct supervision in the final stages of their programme. Students verbalised that working independently gave them an opportunity to apply theory to practice and use their initiative and work through situations themselves.

Students taking on senior roles may find that, while their confidence is increased and learning enhanced, they develop the critical skills needed to manage patient care and the wards.

Anderson and Kiger (2008:448), state though students in the current study had demonstrated that they were able to work independently without supervision, student

nurses need to be supervised and the accountability for the care provided must remain with the supervisor.

The above study suggests that student nurses in their final stages of training must be given opportunities to practice in situations as”real an experience as possible of being in the shoes of the qualified nurse prior to their formal transition into the nursing profession” (Anderson & Kiger 2003:448).

De Swardt (2004:1), states that integration of theory and practice seems to be a regular topic of concern. Theory equips a nursing student for practice. De Swardt (2004:20), quoting Elkan and Robinson (1993:296), and Ferguson and Jinks (1994: 693), states that theory–practice integration can be achieved by educators and clinical personnel uniting to plan the learning experiences and clarifying each other’s roles.

Newton and McKenna (2009), conducted a study in Australia on the first year as a new graduate nurse. The study indicated new nurses felt unprepared for their roles as practicing nurses despite preparation in the undergraduate programmes. The qualitative study followed graduate nurses during the initial sixteen to eighteen months of being registered nurses, to examine how they developed their knowledge and skills, explore what factors supported or hindered graduates’ development, as well as their ability to reflect on experiences over this period. The suggestion

following the study was that current educational models must allow for the individual learning styles of students, learning from experience and promote theoretical and practical advancement.

The teachable moment

Lewis (2012:1) defines the teachable moment as an unplanned opportunity that arises in the classroom where a teacher has an ideal chance to offer insight to his or her students. In this setting, the teacher and student are more exposed to each other and different skills are required. The teacher uses the opportunity as it arises to teach. Teaching takes place on the spot this can occur anywhere in the ward or at the patient’s bedside. The student is able to request demonstration of specific procedures or ask questions about particular aspects of care when the teacher is

present. The teacher is also able to identify features and concepts that the student finds difficulty with and provide guidance. This method is unplanned (Mellish 2003:140).

Bastable (2008:150), asks the question when is the best time to teach the learner? She responds by stating when the learner is ready. Bastable (2008:130), cites Havighurst’s (1976), definition of the teachable moment as that point in time when the learner is most receptive to a teaching situation. It is at the opportune time to teach students management skills as the moment arises. Conflict management, attending to patient complaints and problem solving can be taught during the teachable moment.

Problem solving in the unit

Nurses are required to solve problems everyday. Though most problems are solved on an informal basis, the problem solving technique used is as basic as recognising the problem, collecting and analysing facts, deciding and implementing a course of action and evaluating the action. The formal process of problem solving follows the same technique (Mellish 2003:165). Problem solving is a critical aspect of the

management curriculum and training. The formal problem solving teaching technique is an invaluable part of the preparation of the student for her role as a registered nurse.

Seren and Ustun (2008:393), conducted a study in Turkey, comparing the conflict resolution skills of nursing students using the problem –based curricula and those using the lecture method. The findings concluded that students using the problem solving approach had higher conflict resolution skills than the students using the lecture method .The authors assert that nurses will frequently encounter conflicts in their practice settings ,therefore the skills necessary to effectively resolve them need to be acquired during their time of formal education .