NR 536 Design of an Experiential Learning Activity

NR 536 Design of an Experiential Learning Activity

Name

Chamberlain University

NR-536: Advanced Health Assessment, Pathophysiology & Pharmacology for Advanced Nursing Practice

Prof. Name

Date

Design of an Experiential Learning Activity

Nurse educators must design learning activities that engage students in active learning. Research suggests that students learn best when they are placed in immersive situations that challenge them to analyze information, apply learned knowledge, and use past experiences. The learning activity must also maintain student engagement after completion, encouraging further inquiry and reflection outside the classroom. This enables students to revisit the experience, recall what was learned, and understand how to apply it effectively.

Part 1: The Learning Activity

For this learning activity, I have chosen an evolving case study to be conducted during a post-conference session. The target audience consists of baccalaureate nursing students in their final semester, working in small groups of three to four. Each group will receive the case study information and address specific learning objectives. The five key learning objectives for this activity are as follows:

1. Explain how communication affects the work environment and patient outcomes.
2. Provide rationale for the nurse offering alternative options to the patient.
3. Demonstrate active listening skills to facilitate effective communication.
4. Discuss the benefits of holistic care for the patient.
5. Identify ethical issues presented in the scenario.

Learning objectives offer structure and clarity, guiding both the nurse educator’s assessment and the students’ focus. These objectives are designed to promote active learning, encouraging students to think critically and draw upon their cumulative knowledge. By imagining themselves in the given scenario, students will connect previously learned concepts to a realistic situation, preparing them to handle similar challenges in their future clinical practice. Through group discussions, students will have an opportunity to explore different perspectives and deepen their understanding within a supportive learning environment.

Part 2: The Case Study

The evolving case study is set in a nursing unit, where the nurse educator overheard an interaction the previous evening. The scenario begins at 8:00 AM, with three main characters:

• Healthcare Provider (HCP): Female, 50 years old, MD
• Registered Nurse (RN): Male, 35 years old, charge nurse on the unit
• Nurse Manager (NM): Female, 45 years old, with a master’s degree in leadership

The case study unfolds with the nurse manager receiving an email from the charge nurse regarding an incident that occurred overnight, which he wishes to discuss. The scenario introduces tension as the HCP accuses the RN of overstepping boundaries by suggesting alternative treatment options to a patient without consulting her. This interaction escalates, touching on issues of professional boundaries, communication, and civility.

Each student group will adopt the perspective of one of the three roles: nurse manager, RN, or HCP. They will discuss key themes such as civility, ethics, and conflict resolution, proposing ways the situation could have been managed more effectively. By role-playing these characters, students can practice active listening and critical thinking, encouraging mutual respect and open-mindedness. Effective communication skills are emphasized, as students learn to focus on the speaker’s message rather than formulating their response prematurely (Clark, 2015).

Part 3: Debriefing and Reflection

Debriefing is essential to consolidate learning and allows students to process new knowledge, address misconceptions, and integrate personal experiences. This debriefing session will facilitate group discussions in which students share their insights, reflecting on the case study and proposing alternative approaches. Each group will discuss what went wrong in the interaction, suggest improvements, and exchange perspectives. The Socratic questioning method will be used to encourage deeper reflection, with questions such as:

1. What communication barriers did you identify in the scenario?
2. How would you promote civility in future interactions with the provider?
3. Did the nurse act ethically in this situation? Why or why not?

NR 536 Design of an Experiential Learning Activity

The debriefing will conclude with a discussion on civility and ethics, emphasizing the importance of maintaining a respectful work environment and fostering teamwork in healthcare settings (Clark, 2015). These discussions help students understand the complexities of real-world clinical situations, offering them a knowledge base to draw from in their future practice. By engaging in experiential learning activities that involve role-play, reflection, and Socratic questioning, students gain valuable experience in handling conflict, promoting civility, and maintaining professionalism in healthcare (Foronda, MacWilliams, & McArthur, 2016).

References

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10.

NR 536 Design of an Experiential Learning Activity

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 36-40.