Kolb's Experiential Learning Theory Into Simulation Education

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EXPERIENTIAL LEARNING IN SIMULATION

The Integration of Kolb’s Experiential Learning Theory into Simulation Education in Nursing

Karissa Ulrich

Norwich University

Simulation in Nursing Education: A Literature Review

Learning styles are the result of a learners preferred ways of learning and taking into consideration the learning environment (Lisko & O’Dell, 2010). However, not all students have the same learning style. Kolb’s experiential learning theory is the process of being able to learn through interactions with the environment and people (Brown & Bostic, 2016). By providing a student with the opportunity to participate and learn through hands on experience, students are able to learn through the environment

Kolb identified four stages, with each stage providing a step of experiential learning (Experiential Learning, 2007). Kolb maintained that not all learners and learning styles are the same and therefore, educators should avoid grouping people into a specific learning style (Vinales, 2015). Kolb’s experiential learning model creates a learning style that emphasizes not only the importance of reflecting on one’s experiences, but also learning from those

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Experiential Learning: Kolb. (2007). Learning Theories. Retrieved from https://www.learning- theories.com/experiential-learning-kolb.html

Fey, M.K., & Jenkins, L.S. (2015). Debriefing practices in nursing education programs: results from a national study. Nursing Education Perspectives, 36(6), 361-366.

Lisko, S., & O’Dell, V. (2010). Integration of theory and practice: experiential learning theory and nursing education. Nursing Education Perspectives (National League for Nursing), 31(2), 106-108.

Sabus, C., & Macauley, K. (2016). Simulation in physical therapy education and practice: opportunities and evidence-based instruction to achieve meaningful learning outcomes. Journal of Physical Therapy Education, 30(1), 3-13.

Vinales, J.J. (2015). The learning environment and learning styles: a guide for mentors. British Journal of Nursing, 24(8),