Using Kolb's Experiential Learning Model to Develop Undergraduate Student Informal Nursing Leadership

Purpose: The purpose of this presentation is to showcase the value of teaching undergraduate nursing students an integrated theoretical and clinical leadership course using Kolb’s Experiential Learning Model (KELM) as the delivery methodology. Based on Institute of Medicine (IOM) recommendations of involving nurses at all levels of an organization with day to day practice, the overall learning outcome of this integrated course is to produce new graduate nurses who own their nursing practice, feel a sense of autonomy, and define themselves as informal leaders having knowledge and tools to shape their own professional practice.

Methods: The Kolb Experiential Learning Model (KELM) is used as the framework for the delivery of this hybrid face-to-face and online course. Leadership theoretical and clinical content has been thoughtfully integrated using various assignments that crossed over from the didactic into the student’s clinical settings. Kolb’s learning model is used through pre- and post- student self reflection, class discussions and small group work, clinical time with a nurse leader preceptor, and post clinical conference debriefing facilitated by clinical faculty. Additionally, the course assignments require the students to demonstrate informal nurse leadership. These assignments include communication role play exercises, student policy debates, a simulated change leadership paper, a clinical unit/area organizational assessment using the American Association of Critical Care Nurses (AACN) Healthy Work Environment (HWE) standards and SWOT analysis with improvement strategies class presentation, and a performance improvement project School of Nursing (SON) presentation.

Results: By the end of the 11-week SON term, the undergraduate students have demonstrated informal nursing leadership through their assignments and class participation activities. Additionally, the students share, during the verbal final class debriefing and within their written self and course evaluation process, a belief in their capabilities, increased self confidence, and elements of informal nurse leadership. They also have defined their leadership qualities, values, and strategies. They demonstrate a new sense of autonomy and an enhanced clarity of their role definition within their nursing professional practice. This new perspective is valuable as they enter their last term of nursing school and complete their integrated practicum capstone course.

Conclusion: Throughout nursing school the undergraduate students are taught the general tenets of nursing practice. Then after completing this experientially-based leadership course with a multifaceted learning strategy, the student realizes that they are in charge of their learning, growth potential, and their own professional practice through the pursuit of excellence.