1. “Learners are learning from experiences they have
experienced which cannot be taught by teachers except
themselves.”
EXPERIENTIAL
LEARNING
BRIDGE TOWARDS EXCELLENT
CLINICAL NURSING PRACTICE
James Malce Alo, RN, MAN, MAP, Ph.D

2. i
James Malce Alo, RN, MAP, MAN, PhD
EXPERIENTIAL
LEARNING
Bridge towards Excellent Clinical Nursing
Practice
JAMES M. ALO, RN, MAP, MAN, PhD

3. ii
Experiential Learning
Bridge towards Excellent Clinical Nursing Practice
Philippine Copyright, 2009 by
James M. Alo
1st Edition
Published and exclusively distributed
By: HanjazZ Publishing
Add: Blk 2Lt 13-C Grasshopper St. Saint Mary Village
Las Pinas City, 1740
Mobile #:09187309403
Tel #:(02)846-1450
Web site: http://www.james2gloves.com
ISBN # 978-971-94484-19
ALL RIGHTS RESERVED
No part of this book may be reproduced
In any form or by any means without the written
permission from the author.
Printed by
A & C Printers
200- A N Domingo St. San Juan City
Tel. # 986-33-23/998-2507
E-mail Add: ac_printer@yahoo.com.ph

4. iii
To penetrate into the essence of all learners and significance and
to release the fragrance of that inner attainment for the guidance
and benefit of others, by expressing, in the world of forms, charity
and beauty – this is the sole game which has any intrinsic and
absolute worth. All other, happenings, incidents and attainments
can, in themselves, have eternal importance.
James Malce Alo
------ To whom this book is dedicated

5. iv
Preface
This book is written primarily for teachers who will be creating
environments for learners and guiding their learning and
development in schools, skills in laboratory, and hospital
exposure. Instructors and students who are interested in the
academic study of experiential learning will find the book useful.
This book is a comprehensive chronological description of
student’s experiences and insights in the classroom, laboratory,
and clinical exposures.
Learning, thus, is presented as a process and I have
consistently translated it into an experience in which individuals
engage. I encourage teachers and students to apply the
information in this book in a flexible manner when they are
learning by experience. In this age of scientific research,
personnel in academic programs for students nor informed
teachers can’t afford to ignore the impact of research studies on
the management of learners’ education. Thus, it is imperative that
those who will be responsible for creating environments for
students acquire a base knowledge from which to make decisions
and for structuring their own future growth in understanding
learning development.
JMA

6. v
Brief Contents
Page
Dedication iii
Preface Iv
PART 1
Introduction 1
Chapter 1
Experiential Learning 3
What is Learning 4
Types of Learning 5
Domains of Learning 9
Other Types of Learning 10
Kolb’s Experiential Learning Theory 14
Experiential Learning can be a highly Effective 20
Method in Nursing Education
Sudbury Model of Democratic Education 22
Humanistic Nursing Practice Theory 24
Teacher an Agent of Change 26
The Nature of Experience 27
Types of Experiential Learning Theory 28
Experiential Educator’s Role 28
The Active Involvement of the Students 30
The Teachable Moment of Experience 31
Cyclical Nature of Theory 35
Five Models of Team Teaching 35
Basic Prerequisites for Successful Team Teaching 38
Types of Team Teaching 40
Category of Team Teaching 42
Ethnography in Health Care 48
Chapter 2
Nursing Culture 50
Postmodern Notions of Culture 50

7. vi
Culture Becoming: Nursing Education 52
Ways of Knowing 53
Culture Socialization 55
Intention to Nurse 56
Cultural Development of Expertise 57
Cultural Context 58
Modernist Excellence Context 59
Discourse of Best Practice 60
Time and Space in Context 61
Power in Context 62
Nursing Work Culture 64
Cultural Being: Entering the Client’s World 65
Routines 65
Dialogue Relation 66
Caring Presence 70
Community Base Caring 72
Cultural Knowing 74
Disciplinary Power 74
Evidence Based Practice 76
Reflection and Praxis 77
Learning enhancement by Effective Study Skills 79
and Habits
Simulation Technology for Undergraduate Nursing 80
Education
PART II
Chapter 3
Team Teaching (TT) 85
 Experiences:
1. Developed teamwork between and among 88
student nurses
2. Helped broaden understanding of the course 91
3. Enhanced knowledge 94
4. Improved interaction and critical thinking skills 95

8. vii
5. Fostered camaraderie among group members 98
6. Sometimes TT as strategy can be also 99
perceived disapprovingly
 Researchers’ Observation 103
 Insights on the Experiences 108
Chapter 4
Practical Return Demonstration (PRD) 109
 Experiences:
1. Knowledge learned from the classroom was 110
applied
2. Understanding of nursing care was 113
strengthened
3. Confidence in delivering care was developed 115
4. Student nurse was prepared to be a 116
competent nurse
5. Psychomotor skills through coordination was 117
developed
6. Student nurse was trained in advance 118
7. Organization in delivery of care is developed 120
 Researchers’ Observation 123
 Insights on the experiences 126
Chapter 5
Hospital Exposure (HE) 128
 Experiences:
1. Applied nursing skills to real settings 129
2. Rendered individualized nursing care 132
3. Appreciated the law of health and well- 134
being
4. Challenged work to care giving 136
5. Likened the work of a professional nurse 139
6. Acquired mastery of the clinical 141
procedures
 Researchers’ Observation 146
 Insights on the Experiences 150

9. viii
Chapter 6
Descriptions to the Teaching Strategies Used by 154
the Nursing Instructors
 Experiences:
1. Teamwork in teaching 154
2. Challenging, students were inspired to 157
study the course
3. Catches interest to students 159
4. It is exciting resulting to high expectation 160
5. Dependency among teachers in presenting 163
topic discussions
 Researchers’ Observation 169
 Insights on the Experiences 171
Chapter 7
Values learned as student nurses experienced 173
providing care to their clients
1. Reverence 173
2. Integrity 174
3. Compassion 176
4. Excellence 178
 Researchers’ Observation 182
 Insights on the Experiences 184
Chapter 8
Students beliefs to experiential learning based on 186
their experienced in the school and
hospital
 Researchers’ Observation 194
 Insights on the Experiences 195
Chapter 9
Intentions of the Student Nurses in Doing Nursing 198
Care
 Researchers’ Observation 203
 Insights on the Experiences 204

10. ix
Chapter 10
Students view the relationship of experiential 205
learning towards clinical nursing practice
 Researchers’ Observation 209
 Insights on the Experiences 209
Chapter 11
Outcome of team teaching, practical return 210
demonstration, and hospital exposure that
changed student nurse’s life direction
 Researchers’ Observation 229
 Insights on the Experiences 232
Conclusion 235
Appendix a 237
References 239
Subject Index 246
Name Index 251