Practical Experiential Learning (PEL) Theory
1. Practical Experiential Learning Theory. Author: Dr. James Malce Alo 2. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” - William A. Ward (1921-1994) 3. Learning Objectives Define experiential learning. Describes “Practical Experiential Learning” theory (PEL). Differentiate TT, PRD and HE. Identify Experiential Educator’s Role and Clinical Instructors Responsibilities. Illustrate the theoretical framework. 4. Experiential Learning is the process of formulating meaning from direct experience. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them." Experiential learning focuses on the learning process for the individual 5. Practical Experiential Learning (PEL) This theory believed that ; Involvement of the student from practice or action is essential. Engaging students in actual activities, being such in practice or effect. Letting the student nurses encounter knowledge and skills in a particular field through experience. 6. This learning includes: Reflection on everyday experiences by which learners has direct participation on the events of the nurse and client’s life, This is also learned through programs and activities structured by the teachers. The emphasis is placed on the nature of learners objective and subjective experiences. 7. Experiential Educator's Role Organize Facilitate Direct experiences of phenomenon under the assumption that this lead to genuine (meaningful and long-lasting) learning. 8. Clinical Instructors’ Responsibilities 1st, is to teach information/knowledge to student nurses and to prescribe study/learning exercises, 2nd , afterwards practical return demonstration in the skills laboratory as an initial application preparing student nurses for their 3rd, actual application on the nursing management of care to a real client in the hospital settings. 9. Team Teaching is an academic experience in which the team teachers work together in designing the course and teach the material. Practical Return Demonstration is a strategy experienced by learners in the clinical laboratory which is essential to the learning process. Hospital Exposure is an actual experience. 10. The practical experiential learning of the student-teacher-patient interrelationship by which student nurses learning from their experiences with team teaching, practical return demonstration and hospital exposure which may result in obtaining knowledge, skills and attitude requisite towards excellent clinical nursing practice, Alo, J.M. (2009). 11. Therefore, the more experiences student nurses in the clinical setting, laboratory and classroom with their teacher to acquire necessary knowledge and skills in providing effective and efficient nursing care to their clients. They will become excellent in clinical nursing practice. 12. Practical Experiential Learning (PEL) would also be significant to educators in terms of understanding the experiences of student nurses and could be used as a frame of reference to assist them in formulating actual activities, organize, facilitate, and direct experiences that lead to a meaningful and lasting learning that will lead to a better understanding and appreciation of nursing practice. 13. “Learners are learning from experiences which cannot be taught by teachers except themselves.” - J.M. Alo, 2009.
Reference: Alo, JM. (2009). Experiential Learning, Bridge Towards Excellent Clinical Nursing Practice. ISBN #978971-94484- 19 Hanjazzpublishing. Manila, Phils. Pp. 252.
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