Kolb's Experiential Learning Theory Research Articles

Preceptor Boot Camp: Basic Training for Novice Preceptors.

A clinical preceptor (CP) provides the vital link to apply didactic learning in clinical practice for nurse practitioner (NP) students. A nationwide shortage of CPs continues. The goal of this pilot project was to evaluate a model for developing preceptors from the school of nursing alumni that addressed modifiable academic barriers to precepting. Six NP alumni from the school of nursing participated in a comprehensive novice CP training program based on Kolb's experiential learning theory and unparalleled faculty support through regularly scheduled contact. Pre- and posttests, site visits, and focus groups were used to assess the participants' progress. Participants' self-reported ability to teach and manage time when working with NP students improved, and 83.9% showed improved knowledge of precepting skills. Foundational skills and communication are essential elements to support novice CPs. This support may enhance both student and CP experience as well as increase retention of CPs. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Online Learning to Improve Nurses’ Knowledge, Attitudes, and Self-Efficacy About Managing Postoperative Pain in Older Adults

BackgroundOlder adults undergoing total knee arthroplasty may develop chronic pain without effective postoperative pain management. Increasing nurses’ knowledge, changing their attitudes, and developing their pain management self-efficacy could improve the effectiveness of pain management. AimTo determine the effectiveness of an online learning program to help registered nurses to manage postoperative pain in older adults undergoing total knee arthroplasty. DesignA quasi-experimental pre-test–post-test design with intervention and control groups. MethodSix inpatient units were randomly selected at a large tertiary care medical center. Sixty nurses were evenly divided between intervention and control groups to participate in online learning about postoperative pain management in patients undergoing total knee arthroplasty. The content was based on Kolb's experiential learning theory. Data were collected on nurses’ knowledge and attitudes toward pain management and pain management self-efficacy at baseline and after completion. Data were analyzed using descriptive statistics, chi-square tests, paired t-tests, and independent t-tests. ResultsThe knowledge and attitudes about pain management and pain management self-efficacy toward older adults undergoing total knee arthroplasty of nurses in the intervention group significantly improved compared to the baseline and were also significantly higher than in the control group. ConclusionsAn online learning program improves nurses’ understanding and ability to manage pain in older adults undergoing total knee arthroplasty. This was therefore an effective learning method.

"Can you help me think this through?" How pediatric hospitalists learn from informal peer consultation.

Informal peer consultation (IPC), also called curbside consultation, is a common practice in medicine. Research has shown that physicians use IPC but how this learning occurs during the process has not been studied. This basic qualitative study describes how pediatric hospitalists learn during IPC, framed by Kolb's (2015) Experiential Learning Theory of Growth and Development. Eleven pediatric hospitalists were interviewed. Deidentified transcripts were coded for key themes using inductive methods. The main prompt for informal peer consultation was the perception of uncertainty. Three themes describe the learning process: "Eliciting Perspectives," "Thinking Aloud Together," and "Experiencing Validation. A fourth theme, "Acknowledging Value," described the importance of IPC for modeling how to manage uncertainty with patients' caregivers and medical trainees. By describing the learning process, the results have implications for physicians who engage in IPC and may inform faculty-level professional development initiatives to improve the IPC process.

A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery

A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery

The The Influence of Construction Site Internships in Architecture Education

This study examines the impact of internships and the influence of construction site manager (CSM) as a role model on students' educational and career paths, employing Kolb's experiential learning theory as a theoretical framework. To address the research objectives, a questionnaire was conducted on 93 architecture students, focusing on four key research questions: (1) Does the internship experience affect students' perception of CSMs? (2) Does it influence their career goals related to CSM positions? (3) Does the internship experience alter the career aspirations of intern students regarding the career as a construction site manager? and (4) Do students perceive CSMs as role models after completing their internships? The findings show how internships significantly affect students, improving their comprehension of the CSM role, influencing their aspirations for their careers, and offering life-changing experiences. It is anticipated that these findings will significantly advance the field of architecture education and have applications in curriculum development, internship program design and execution, and career counseling services, especially in underdeveloped or developing countries.

Experiential Learning and Toastmasters International Programme: Transformative Effects of Public Speaking Training on Oral Presentations

The current study reviewed the literature on oral communication apprehension and its effects on academic performance, specifically the effectiveness of public speaking training: the Toastmasters International programme. Communication techniques, expertise, and various aspects that lead to oral communication anxiety were investigated, including a broad range of communication dimensions. Furthermore, the study investigated numerous forms and repercussions and demonstrated the link between anxiety and academic accomplishment. The significance of public speaking training as a powerful method to reduce anxiety was emphasised. A comprehensive description of the Toastmasters International programme and its function in developing excellent communication skills was also clarified. The study explained the theoretical basis, specifically the experiential learning theory and its contextual relevance to public speaking training. The current literature highlighted the scarcity of research on communication anxiety in technical and vocational schools, specifically among polytechnic diploma students. Communication apprehension within a vocational institution was investigated to address the research gap. A novel approach was proposed, which combined public speaking training based on the Toastmasters Competent Communicator Manual, Kolb's experiential learning theory, and McCroskey's communication apprehension theory. This technique developed Malaysian students’ oral communication aptitude by systematically addressing the reasons for communication anxiety and providing an experienced learning environment. The method provides the students with the skills required to thrive globally. The current study uncovered new paths for minimising communication anxiety to push for student success.

Applying Kolb's Experiential Learning Theory to an Event Management Course: Practical Guidelines for Educators

While experiential learning is well established in higher education, several scholars called for more studies on how to embed it for event management students. This article aims to answer these calls by investigating student and instructor perspectives on delivering a live event for a postgraduate course in an English university. It uses primary as well as secondary data from previous studies to suggest how to plan an experiential learning course. Findings provide practical recommendations to educators in relation to four elements: teaching content; resources and support; assessment; and links to employability. While doing so, Kolb's cycle is reviewed and a new model of experiential learning for event management students is suggested. Thus, this article expands the current debate on experiential learning and suggests practical guidelines for event management educators.

COMPARISON OF THE PHYSICAL EXAMINATION SKILLS LEARNING PROCESS BEFORE AND DURING COVID-19 PANDEMIC BASED ON EXPERIENTIAL LEARNING THEORY: A MIXED-METHOD STUDY

Background: COVID-19 pandemic has changed learning physical examination skills. Online learning physical examination skills are challenging because it needs standard practice facilities, and students need opportunities to practice. Physical examination skills are essential in clinical medical practice, but research before pandemic demonstrated students’ lack of skills acquisition. Evaluation is needed to determine the differences in the learning process before and during pandemic. This study aims to compare the learning physical examination skills process before and during COVID-19 pandemic and find recommendations for the future.Methods: This research was a mixed-method study with a convergent design. The samples are students and lecturers in the Faculty of Medicine Universitas Pendidikan Ganesha. Quantitative data was obtained from a developed questionnaire about students’ perception of the physical examination skills learning process, then analyzed descriptively and using the ANOVA test. Qualitative data was obtained by interview, then analyzed using thematic analysis.Results: There are significant differences in the learning process of face-to-face, online, and blended physical examination skills (p<0.05) but no difference between face-to-face and blended. Interview results have seven themes, four themes about difference in the learning process based on Kolb Experiential Learning Theory, other themes about preparation before learning, factors in the learning process, and recommendations.Conclusion: Differences in the physical examination skills learning process are in the skills demonstration, practice opportunities, feedback, and interactions. If learning physical examination skills is carried out face-to-face, online, or blended in the future, it will have different needs to be considered in the design and implementation.

The Mental Health and Life Education Curriculum Development Based on Kolb's Experiential Learning Theory

This research aimed to 1) study the factors influencing the development of subjective well-being, 2) develop a mental health and life education curriculum based on Kolb’s experiential learning theory, 3) compare students' subjective well-being before and after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. The sample group was thirty undergraduate students from Guangxi Vocational Normal University in the first year of Artificial Intelligence Class 1 (Vocational Normal Teacher). The research instruments were 1) a questionnaire on factors influencing the development of subjective well-being, 2) an interview form on factors influencing the development of subjective well-being, 3) lesson plans, 4) a subjective well-being scale, 5) a teaching opinion interview form, and 6) an observational record of student behavior. The research results indicated that 1) three factors affect students' subjective well-being: life satisfaction, positive affect, and negative affect. 2) The mental health and life education curriculum consisted of six components: (1) concept, (2) contents and time, (3) objective, (4) learning processes according to Kolb's experiential learning theory, (5) learning resources and (6) evaluation, and 3) students’ subjective well-being improved after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. According to the results of the study, it is suggested that universities should implement management and teaching based on students' emotional and affective experiences and add the content of life education to universities' ideological and political theory education curriculum and students' professional curriculums. Students should put the knowledge and skills they have learned in life education into practice and maintain an optimistic attitude.

Development of a «people-centred approach» to realising healthcare by facilitating, patient participation in health attainment in South Africa and Ukraine

Object of this research is South Africa's healthcare system. South Africa's healthcare system faces numerous challenges that contribute to inadequate access to quality healthcare for its citizens. These challenges include a scarcity of healthcare workers, insufficient funding and resource allocation, a high burden of communicable and non-communicable diseases, as well as disparities in healthcare access and outcomes driven by socioeconomic status and geographic location. Consequently, many South Africans endure unfavourable health outcomes, limited availability of essential health services, and a prevailing sense of mistrust towards the healthcare system. Concurrently, Ukraine has encountered its own set of healthcare obstacles, including similar shortages of healthcare professionals, funding deficiencies, and disparities in healthcare access exacerbated by armed conflict. This study provides insights into the patient experience, utilizing Kolb's experiential learning theory. It employs qualitative and quantitative methods, including a questionnaire administered to conveniently sampled participants at Chris Hani Baragwanath hospital's HIV/AIDS unit. Data analysis using Excel and SPSS reveals a communication gap between healthcare workers and patients, highlighting the need for Department of Health training on communication and diversity. Finally, the implementation of consistent patient feedback mechanisms is essential for healthcare institutions to comprehend evolving patient needs, fostering the adoption of a «people-centred» approach to delivering high-quality healthcare services. By incorporating insights from Ukraine's challenges, this study not only addresses the specific healthcare obstacles faced by South Africa but also provides a broader perspective on healthcare issues across diverse contexts. These insights enable policymakers and healthcare professionals to identify potential solutions and work towards improving healthcare access and outcomes for all citizens, ensuring the overall health and well-being of the population of South Africa and other countries with similar challenges.

The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method

Background: Like other professional training programs, social work pedagogy has long recognized the value of experiential learning for professional development. Despite social work's rich experiential learning literature involving field education, direct practice courses, and program evaluation, there is a dearth of literature examining how to make learning in the policy classroom experiential, particularly for large class sizes. Purpose: We asked, “How might electoral candidate debates provide experiential learning opportunities for large classes?” Approach: The authors organized municipal and federal election candidate debates attended in-person and online by over 300 undergraduate students in a social work policy class at a Canadian university. Integrating our experiences as instructors/organizers and a teaching assistant, within a social constructivist framework, we used Kolb's experiential learning theory, and critiques thereof, to analyze reflective assignments from 73 students. Results and Conclusions: Candidate debates, when facilitated appropriately, can encourage students in large courses to work through the stages of experiential learning and consider related concepts and possible links among social justice course content and social policy, social work practice, and political engagement. Implications: The paper contributes to a broader understanding of the opportunities and constraints associated with employing experiential learning in the large social work classroom and beyond.

Absorptive capacity in entrepreneurial education: Rethinking the Kolb's experiential learning theory

This study extends Piaget's theory of absorptive capacity to determine the priorities of entrepreneurial education associated with the occurrence of students' assimilation and accommodation. It identifies criteria of absorptive capacity in entrepreneurship education and prioritizes the identified criteria. These criteria are classified into four categories in Kolb's learning theory depending on the following student traits: learning ability, propensity, field of interest, and learning type. The AHP method is applied for investigating priorities of criteria and entrepreneurship education experts at a Korean university conduct a related survey. The most salient finding is that propensity is the most important major factor among the learning approaches. In other words, in entrepreneurship education, absorptive capacity will be more prominent depending on a student's propensity for it. This research also indicates that students with greater logical tendencies have better absorptive abilities. Regarding this study's contribution to theoretical development, it expands the experiential learning literature to the area of entrepreneurship education, yielding results that suggest the identification and prioritization of an individual's trait of absorptive capacity in receiving an entrepreneurial education. Therefore, the new theoretical perspectives indicated in this study reveal that absorptive capacity could best be used in the primary and sub-criteria in the entrepreneurial learning processes. Regarding practical applications, the results of this study could help entrepreneurial educators and offer a better understanding of teaching method adoption in entrepreneurship education. Specifically, if entrepreneurship education is conducted after identifying and analyzing the major factors of students' adaptive skills, the effectiveness of the program will be significantly improved.

A case of design based research methodology to create curriculum for an entrepreneurial thinking course.

In light of complex social, environmental and economic challenges, business schools play a critical role in preparing students to become future leaders. Society will need responsible and ethical leaders who will address these challenges, think entrepreneurially, and find ways to create viable solutions in for-profit, social enterprise and not-for-profit organizations. After extensive consultation with students, employers, and community partners, the researchers recognized that entrepreneurial skills are essential in business, regardless of career path or entrepreneurial self-identity. Using design-based research methodology, a unique course on entrepreneurial thinking was developed and launched by a large Canadian university in 2014. The course is unique in three ways: it is a required course for all Bachelor of Commerce Students (rather than elective); it is entirely focused on skill development (rather than entrepreneurial identity or efficacy); and it is large scale, with over 800 students per year enrolled in the class. This paper demonstrates over seven years of curriculum creation and iteration using design-based research. The learning and results of this work are presented through a theoretical lens of a deviant case study. The paper examines the unique combination of pedagogical approaches that have been utilized in the class and demonstrates the large-scale impact from more than 6000 students completing this course to-date. The researchers have developed a curriculum, based on Kolb's experiential learning theory, which delivers entrepreneurial thinking skills to non-nascent entrepreneurs at scale. The skill development that takes place in the course has been validated by multiple stakeholder groups including students, faculty, community, and employers. The paper aims to share the findings with the community.

Dementia Simulation Impact on Empathy of Nursing and Physical Therapy Students: A Quantitative Study

BackgroundAs the population ages, the incidence of Alzheimer's disease and related dementias (ADRD) increases. Health care students participated in a simulated dementia experience to increase their understanding of the lived reality of people diagnosed with ADRD. A foundation for therapeutic relationships is understanding which incorporates empathy. Health care professionals possessing empathy have demonstrated improved patient satisfaction. MethodsThis quantitative study used Kolb's experiential learning theory as a foundation for assessing empathy of health care students using a pre- postsurvey design. Health care students included 248 baccalaureate nursing students and doctor of physical therapy students. Empathy was measured by the Interpersonal Reactivity Index, perspective taking (PT), and empathic concerns (EC) subscales. ResultsThis study found a statistically significant increase in overall empathy postsimulation measured by the combined PT and EC subscales. The PT subscale also had a statistically significant increase indicating that students increased in the cognitive dimension of empathy post simulated dementia experience. There was no statistically significant change in the EC subscale or affective dimension of empathy post experience. ConclusionsThe immersive simulation experience increased the cognitive dimension of empathy in nursing and physical therapy students.

Train the Trainer for Implementing Treatment Guidelines

Introduction:A collaborative project between Sweden and Kosovo with the aim to develop treatment guidelines for the ambulance services was undertaken. Firstly, relevant guidelines were identified, then translated, and processed to fit with the Kosovan ambulance service system. The next step was to train instructors in becoming proficient in training colleagues to use the guidelines. A train the trainer approach was chosen as it can be seen as grounded in Kolb's experiential learning theory and Crossan et al. organizational learning theory. Those theories describe how individuals learn and how organizations develop.Method:This implementation project supported training of local instructors to become proficient in training colleagues in 13 selected treatment guidelines for the ambulance services using scenario training. Initially, Kosovar instructors received directions from Swedish instructors then they observed the Swedish instructors. After this, they took more responsibility for the training. Seven Swedish instructors instructed eight Kosovar instructors for a week where about 100 Kosovan doctors and nurses were trained in patient assessment and treatment guidelines. The trainees were divided into four parallel groups of 4-5 participants with one Kosovar instructor supported by a Swedish instructor.Results:After the training week, eight instructors from two different ambulance service centers achieved proficiency in training colleagues in using treatment guidelines. Each Kosovar instructor was involved in 30 training occasions.Conclusion:The training resulted in the involved Kosovar ambulance service centers being able to train new colleagues in providing standardized patient assessment and treatment using treatment guidelines. In addition, the trained Kosovar instructors will be able to contribute to the development of new guidelines and revision of established guidelines.Applying a train the trainer approach, theoretically grounded in learning theories, provides a sound basis to achieve systematic change for improving patient safety. Here, the knowledge distribution among practitioners is improved in an inexpensive manner.

Kolb's experiential learning theory and marine debris education: Effects of different stages on learning

Marine debris is a vital issue in ocean governance. While education outreach can promote individual learning and develop pro-environmental behavior, research on marine debris education remains scarce. Kolb's experiential learning theory may provide a holistic model for marine debris education; therefore, this study developed an experiential-learning based marine debris (ELBMD) beach cleanup curriculum and analyzed the participants' performance during Kolb's four-stage cycle. The results revealed that (1) the ELBMD curriculum deepened the participants' understanding of marine debris, created a sense of responsibility, and increased their confidence in analytical skills and intention to act responsibly. (2) Reflection (Stage II) encouraged participants to think deeply about the human–environment relationship, which induced pro-environmental behavior and awareness of political engagement (Stage IV). (3) Peer discussion (Stage III) induced participants to refine their conception architecture, form values, and practice pro-environmental behavior (Stage IV). The results may aid the development of future marine debris education.

Using Kolb's Experiential Learning Theory to Improve Student Learning in Theory Course

Abstract : Data structures and Algorithms (DSA) is a mandatory course for all discipline students to get placement in IT companies and to participate in competitive examinations including GATE and TANCET for their higher studies in a computer science discipline. DSA course focuses on how to organize, manage and store data in an efficient manner, which facilitates to access data easily and at a faster rate. Different types of data structures, its functionality and its applicability are discussed in this course. At the end of the course, students will have the capability to identify the suitable data structure for a problem. Due to its importance and complexity, pressure will be created on faculty members, who are handling this course. From the perspective of the student, some students understand the concept but lack knowledge of how to apply it. The majority of students struggle to comprehend the data structure and are perplexed by it. Recent work focuses on how faculty members play a major role in active learning like developing models to explain the concept, conducting activities like role play, think-pair share, flipped classrooms and so on. In this work, a study was conducted in the course DSA which focused on reflective practice led by David Kolb's experiential learning theory. An experiment was conducted during Academic Year 2021-22 (Odd) in the course 18CS340 – Data Structures and Algorithms for a set of 54 students. It is inferred that the student gained a higher or deeper knowledge level in this course and is confident to identify appropriate data structures for real world problems. By engaging in reflective practice, faculty members can think around and reflect on their experiences, learn from them, make changes, and enhance their learning and instructional skills. Keywords : Activity-based learning, Data Structures and Algorithms, Kolb's experiential learning, Reflective practice, Self-Learning.

Method of Developing a Culturally Tailored Diabetes Intervention for American Indians.

American Indians have the highest prevalence of type 2 diabetes compared with any other racial or ethnic group. Developing a culturally tailored diabetes prevention and management intervention is one way to reduce diabetes-related health disparities among American Indian populations. The purpose of this article is to describe our approach for developing a diabetes prevention and management intervention study using Kolb's Experiential Learning Theory as the framework. To ensure the intervention study was culturally meaningful and relevant we used community-based participatory principles by partnering with a team of nurse researchers, tribal diabetes educators, tribal leaders, and tribal community members who were involved in all aspects of the study process. We conducted seven focus groups predominantly in rural American Indian communities in Oklahoma. Using focus group findings, the team collaboratively designed and developed a multi-generational diabetes prevention and management intervention study. The intervention group sessions will focus on ways to prevent and manage diabetes while the control group sessions will focus on general health education topics that have been identified by the team as important and relevant. Family interventions that involve multiple generations and provide emotional and behavioral support to those with type 2 diabetes and family members at risk may provide our best chance at improving diabetes-related outcomes and reducing health disparities in this critical population.

Formulating interprofessional anesthesiology and operating room clinical management pathway during COVID-19 pandemic using experiential learning theory in a university hospital in Saudi Arabia.

As the number of COVID-19 cases is rapidly increasing internationally, management, recommendations and guidelines of COVID-19 are rapidly evolving and changing. Formulating local clinical management policies among institutions adopting these recommendations is vital to staff as well as the patients' safety. Also, training multidisciplinary teams on these policies is an important, yet challenging, part of the process. The purpose of this paper is to present the process that has been followed to formulate COVID-19-specific response anesthesiology and operating room (OR) policies at King Abdulaziz University Hospital, by applying David A. Kolb's experiential learning theory during simulation-based training. This project had a total of six simulation-based sessions (four simulation scenarios and two clinical drills) designed to test the efficacy and efficiency of the then current practice in the hospital, facing the COVID-19 pandemic. Qualitative data analysis was completed using qualitative thematic data analysis. To apply experiential Kolb's theory, session's checklist (two raters per session), outcomes, and participants' feedback to develop and improve clinical management pathway in the department were used. The 12 reports and participants' feedback highlighted three main areas for improvement. These are Personal Protective Equipment implementation, team dynamics, and airway management. This process then guided in creating a new understanding of the multidisciplinary clinical management pathway, in addition to enhancing viability of the current practice and clinical management guidelines and protocols, which were already established and adapted at the hospital before the COVID-19 pandemic crisis. The alignment with Kolb's experiential theory helped formulate anesthesiology and OR effective clinical management pathway has been demonstrated. Applying experiential learning theory by a clinical institute using interprofessional, multidisciplinary simulations and clinical drills can guide the process of formulating clinical management pathways during pandemic outbreaks.

Entrepreneurship and Enterprise Development in Nigerian Universities: Moving beyond vocational skills teaching

Entrepreneurship and enterprise development in Nigerian universities have been on the increase considering their potential to create jobs and reduce the rise of unemployment. This approach that universities have embraced is largely focused on the teaching of vocational skills which has a thin impact on reducing graduate unemployment and meeting the strategic objective of repositioning the universities. The focus of this study is to examine whether entrepreneurial and enterprise teaching in Nigerian universities is slanted toward the acquisition of vocational skills. The study adopts the theory of Planned Behaviour and Kolb experiential learning theory to explain the concepts of entrepreneurship and enterprise development in stimulating the entrepreneurial spirit. The study adopts a descriptive research design and data was collected using a structured questionnaire that was administered physically and online to elicit information from respondents. The sample size for the study is 300 students that were randomly selected from 10 universities made up of 5 public and 5 private universities in South West Nigeria. Data collected were analysed using regression analysis. Findings revealed that the current practice of teaching vocational skills is not effective as shown by the perennial increase in graduate unemployment. The study recommends the teaching of entrepreneurship and enterprise development anchored on value addition, opportunity, and wealth creation with a view to repositioning university graduates for the 21st century’s challenges and opportunities.