Practical

Experiential

Learning

Theory

Dr. James Malce Alo

February 3,

2016

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“The mediocre teacher tells.

The good teacher explains.

The superior teacher demonstrates.

The great teacher inspires.”

- William A. Ward (1921-1994)

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Learning Objectives

Define experiential learning.

Describes “Practical Experiential Learning”

theory (PEL).

Differentiate TT, PRD and HE.

Identify Experiential Educator’s Role and

Clinical Instructors Responsibilities.

Illustrate the theoretical framework.

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Experiential Learning is the process of

formulating meaning from direct

experience.

Aristotle once said, "For the things we

have to learn before we can do them, we

learn by doing them."

Experiential learning focuses on the

learning process for the individual

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Practical Experiential Learning (PEL)

This theory believed that ;

Involvement of the student from practice or action is essential.

Engaging students in actual activities, being such in practice or effect.

Letting the student nurses encounter knowledge and skills in a particular field through experience.

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This learning includes:

Reflection on everyday experiences by which learners has direct participation on the events of the nurse and client’s life,

This is also learned through programs and activities structured by the teachers.

The emphasis is placed on the nature of learners objective and subjective experiences.

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Experiential Educator's Role

Organize

Facilitate

Direct

experiences of phenomenon under the

assumption that this lead to genuine

(meaningful and long-lasting) learning.

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Clinical Instructors’

Responsibilities

1st, is to teach information/knowledge to

student nurses and to prescribe

study/learning exercises,

2nd , afterwards practical return demonstration

in the skills laboratory as an initial application

preparing student nurses for their

3rd, actual application on the nursing

management of care to a real client in the

hospital settings.

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Team Teaching is an academic experience in which the team teachers work together in designing the course and teach the material.

Practical Return Demonstration is a strategy experienced by learners in the clinical laboratory which is essential to the learning process.

Hospital Exposure is an actual experience.

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February 3, 2016

Figure : The practical experiential learning of the student-teacher-patient interrelationship by

which student nurses learning from their experiences with team teaching, practical return

demonstration and hospital exposure which may result in obtaining knowledge, skills and

attitude requisite towards excellent clinical nursing practice, Alo, J.M. (2009).

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Therefore, the more experiences student

nurses in the clinical setting, laboratory

and classroom with their teacher to

acquire necessary knowledge and skills

in providing effective and efficient nursing

care to their clients. They will become

excellent in clinical nursing practice.

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Practical Experiential Learning (PEL) would also be significant to educators in terms of understanding the experiences of student nurses and could be used as a frame of reference to assist them in formulating actual activities, organize, facilitate, and direct experiences that lead to a meaningful and lasting learning that will lead to a better understanding and appreciation of nursing practice.

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“Learners are learning from experiences

which cannot be taught by teachers

except themselves.”

- James Malce Alo (2009)

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Reference: Alo, JM. (2009). Experiential Learning, Bridge Towards

Excellent Clinical Nursing Practice. ISBN #978971-94484-

19 Hanjazzpublishing. Manila, Phils. Pp. 252.

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