The purpose of this qualitative study was to explore the experiences of LPN graduates with experiential learning strategies and determine if experiential learning strategies enhanced their preparedness for their transition from student to practitioner and critical-thinking skills in the clinical setting upon graduation. In addition, it is sought to determine if the way that experiential learning strategies are introduced to the participants effected how they learned or retained the concepts.
Methods:
The supportive theory for this study was Kolb's theory of experiential learning. Kolb's theory of experiential learning requires: an experience, reflection, create conclusions, and practicing learned concepts.Data were collected using semi-structured, open-ended interview questions in this qualitative study. The sample included LPN graduates who had experience with experiential learning strategies in their nursing programs. The interviews were audio-recorded and transcribed. The data was entered into Atlas.ti, software for coding and analysis.
Results:
The results of the study revealed that experiential learning strategies, especially those that are repeated were reported to be beneficial for these LPNs by increasing confidence and improving clinical skills and critical thinking. They agreed that watching a video, seeing a demonstration and then having adequate time to practice was ideal to improve upon their proficiency. Some participants mentioned that they were able to draw upon the memories of the demonstration of those skills in nursing school so that they were able to perform the skills successfully as a part of their professional practice. All participants stated that they were also able to apply what they learned from the experiential learning strategies to their clinical practice.
Conclusion:
Future research is needed to determine if experiential learning strategies are being utilized in LPN programs to maximize these reported positive outcomes. Additional research is needed to determine the best method of instruction for procedural tasks that require multiple steps and how best to integrate experiential learning strategies into the classroom.