Experience As The Source Of Learning
Question:
Answer:
Reflection:
The concept map was developed based on research of ideas related to experiential learning theory and the facilitative model. As facilitation is an important skill to promote evidence based practices among nursing staffs, I used the Hoshin model to frame the key concept and linked the experiential learning cycle with it to demonstrate relation between facilitation and experiential learning. Through the process of concept map development, I learnt about the importance of past experience and critical reflection process on understanding about current skills and need for future development of nursing staff. I also learnt about the ways to effectively merge concepts related to the task with inter-related sub-concepts.
The experience of developing the concept map has also enhanced my knowledge regarding facilitation skills in nursing practice. By facilitating experiential learning in workplace, I can play a role in helping staffs to develop specific clinical skills to through reflection on their work experience. I am now aware of the factors that will help me to support facilitation of staffs in clinical setting. Firstly, goal setting, appropriate network and attitude is crucial in the facilitation process. Secondly, by the use of four steps of experiential learning cycle related to concrete experience, reflective observation, abstract conceptualization and active learning process, I have learned that experiential learning theory is a holistic perceptive towards learning process (Kolb 2014). It helps to combine experience, perception, cognition and behavior to facilitate learning among workers or employees. Hence, the process of observation and reflection paves the right way to extend knowledge to learners through the transformation experience.
During the task of relating experiential learning theory with facilitation process, I also learnt about important enabling factors to promote facilitation process. For example, facilitation is dependent not only on critical reflection skills but also on communication skills. Communication skills favor analysis of concept, developing tactics and taking strategic future course of action. This can help nursing facilitators to effectively share knowledge and engage in decision making regarding professional development of staffs (Westin, Sundler and Berglund 2015). A research done regarding application of Kolb’s theory to coach education also mentioned that learning is a holistic process of adaptation and coaches need to develop opportunities to reflect, theorize and apply their learning. In addition, knowledge transfer and experience in real-world determines the effectiveness of the facilitation process (Stirling 2013). Hence, good knowledge and conceptual understanding about work experience and implementation of interactive activities increases hands-on experience related to facilitation process.
Evaluation of past experience and current developmental activities also promotes active learning in students. From the evaluation of my facilitative skills during developing the concept map, I have realized that different individuals have different learning style and it may not be necessary to implement all steps of the experiential learning cycle for all types of learner. Based on type of learning style, one or two steps such as that of reflective observation or abstract conceptualization can be skipped for that person (Berta et al. 2015). However, currently I lack skills regarding the approach needed to identify learning styles of different types of learner. I aim to learn more about the characteristic of different types of learners and the experiential learning process so that I can identify the learning needs of nursing staffs and implement the right facilitative process to have an impact on their professional development process.
Reference
Berta, W., Cranley, L., Dearing, J.W., Dogherty, E.J., Squires, J.E. and Estabrooks, C.A., 2015. Why (we think) facilitation works: insights from organizational learning theory. Implementation Science, 10(1), p.141.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT press.
Stirling A. E. 2013. Applying Kolb’s theory of experiential learning to coach education. Journal of Coaching Education, 6(2), 103-121.
Westin, L., Sundler, A.J. and Berglund, M., 2015. Students’ experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study. BMC medical education, 15(1), p.49.
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