NR 536: Week 7 Assignment- Designing an Experiential Learning Activity

NR 536: Week 7 Assignment- Designing an Experiential Learning Activity

NR 536: Week 7 Assignment- Designing an Experiential Learning Activity

The Designing an Experiential Learning Activity assignment is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.

Designing an Experiential Learning Activity Guidelines and Rubric (Links to an external site.)

My initial reaction to this verse and question was, “I learned something in grad school, ha”! In my last class, we discussed types of leadership and one type of leadership style that really stood out to me was servant leadership. Tarallo (2018) defines servant leaders stating, “They are serving instead of commanding, showing humility instead of brandishing authority, and always looking to enhance the development of their staff members in ways that unlock potential, creativity and sense of purpose”. In relation to nursing, this type of leadership whether in a leader position or as a bedside nurse is putting others before oneself. This can be rewarding and lead to positive outcomes. I feel it is a reminder to put the wants and needs of others before our own. Our feelings on a matter and what we would do should not apply when we are advocating for our patient. In previous discussions, especially when we spoke of the code of ethics for nurses, emphasized the importance of listening to our patients and providing care based on their needs. Servants come in all shapes and styles and as nurses we should be a servant to those we care for and to those we teach. (word count: 202)


This assignment provides a scenario that the students will use as the foundation for the design of an experiential learning activity that will emphasize interprofessional communication, ethics, and civility in the clinical setting. Focusing on their future practice setting of either academic or professional development, the student is able to select the level of student for this learning activity. Application of principles learned from previous weeks in this course is expected.

Course Outcomes

Through this assignment, the student will demonstrate the ability to do the following.

CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)

CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)

CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)

CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)

CO 5: Integrate ethics and values into teaching methods and professional practice. (PO 4)

CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)


Description of the Assignment

This assignment presents a scenario that the student uses as the starting point to design an experiential learning activity for use in the clinical setting with academic nursing students or professional staff development. Learner objectives and other foundational information regarding the learning activity are required as Part 1. Following the foundational information needed for Part 1, the student completes the following parts.

Part 2: Development of an experiential learning activity using one of the following types

Evolving case study for use in a clinical setting

Simulation with HPS mannequins

Virtual reality (i.e., Second Life®)

Part 3: Development of Socratic questions for use during debriefing

The activity is to be described in detail by including the characters, roles, and dialogue occurring between the characters. Students can suggest an alternative experiential learning activity, but it must focus on clinical rather than classroom learning. Faculty approval of the alternative is required.

Conversation used as the starting point for the assignment follows.

Conversation participants:

Healthcare Provider (HCP): Female, about 50 years old, could be an MD, DO, APN, or PA

Registered Nurse (RN): Male about 35 years old, has been an RN for over 10 years; on this floor for the last eight years, charge nurse for the night shift of 7 p.m. to 7 a.m.

You: You are a nurse educator either in an academic setting working with nursing students OR in a practice setting working with professional staff development. Currently, you are completing a task in the nurses’ station and overhear the following conversation.

Overheard conversation:

HCP: I want to talk to you about Ms. J, the lady down the hall who has terminal pancreatic cancer.

RN: How can I help you? She has been so discouraged since chemotherapy was stopped yesterday. I gave her some information about alternatives to chemo.

HCP: (raising her voice) YOU admit it! Since when do you, an RN, prescribe medical treatments for my patients? I can have your license for this!

RN: I did NOT prescribe anything, I just provided information about …

Check Out Also:  NR 536: Week 5 Assignment Develop an Evolving Case Study

HCP: And JUST how do YOU know if the treatment you prescribed would work for her?


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NR 536: Week 7 Assignment- Designing an Experiential Learning Activity
NR 536: Week 7 Assignment- Designing an Experiential Learning Activity

RN: (in a loud voice) Just listen to ME! You are not listening to me! I DIDN’T prescribe anything! I just suggested …

HCP: Will YOU just keep your suggestions to yourself next time? Listen, I want to do what is best for my patients, and it is a terrible thing that someone so young to be as good as dead. And another thing, how can anyone take you seriously as a professional with those tattoos? Why don’t you …

At this point in the interchange, you (the educator) have finished your work and leave the nurses’ station.

Criteria for Content

Based upon the overheard conversation noted above, you (the nurse educator) decide to use the exchange as the foundation for a learning activity for your learners in order to teach interprofessional communication based upon both participants’ dialogue;

ethics based upon the nurse’s action; and

civility based upon both participants’ dialogue.

Based upon this information, you are required to develop an experiential learning activity for the learner based upon the setting you have selected. The learning activity must be focused on the experiential learning setting (i.e., academic or mentoring program for new graduates) and not the classroom. You may select from the following experiential learning activities.

Evolving case study to be used in post-conference

Simulation with HPS mannequins

Virtual reality (i.e., Second Life®)

Other experiential learning activity as approved by faculty member

Part 1: Foundation for the learning activity. In this section, the focus is on explaining the selected experiential learning activity. The required information includes the following.

Description of the selected experiential learning activity

Identification of the learner

Identification of learning objectives consistent with the level of learner

Explanation on how the identified learning activity fosters active learning

Part 2: Presentation of the learning activity. The required information includes the following.

Description of the setting for the learning activity

Identification of the characters and roles to be presented

An outline of the scenario that demonstrates progression

Identify interactions (i.e., dialogue) between the characters that demonstrates

interprofessional communication;

ethics; and


Part 3: Debriefing

Explain the role of debriefing with experiential learning activities.

Explain how debriefing of selected learners will occur.

Identify three Socratic questions that would be asked during the debriefing.

An introduction to the student’s assignment and conclusion is required.

Preparing the Assignment

Criteria for Format and Special Instructions

The assignment should not exceed eight pages in length, excluding the title page and reference page.

References regarding the selected experiential learning activity are required.

Expectations regarding graduate level include all of the following elements.

Correct spelling, grammar, and punctuation

Exceptional writing style with clarity, flow, and organization of information throughout the paper

Congruence with APA mechanics of style

APA format for citing and referencing sources

Introduction to the assignment is present

Conclusion to the assignment is present

References for selected experiential learning activity are required

NR 536 Week 7 Creating an Experience-Based Learning Activity

Experiential learning is a key learning strategy that can encourage and integrate various parts of nursing, including theoretical knowledge, practical concerns, difficulties, ideas, communication, teamwork, ethics, and a code of conduct, into a single action (Jones & Guthrie, 2012). It emphasizes experiential learning, psychomotor skills, concept mapping, and interactive learning (Nunes et al., 2015). The goal of this work is to construct an experiential learning exercise to enhance the abilities, knowledge, and practice quality of young nurses with less than two years of clinical experience. The experiential learning activity designed will encompass all parts of the learning objectives and be tailored to unique learners in specific locations and situations.
NR 536 Week 7 Creating an Experiential Learning Exercise
Detailed account of experiential learning

The experiential learning activity will take place in a laboratory for skill development that replicates an intensive care unit (ICU) using a full-sized human patient simulator (HPS) mannequin with a chronic condition. The experimental activity is intended for a mentoring program for recent college grads. Different duties and responsibilities will be assigned to fresh graduate nurses and nurses with less than two years of experience by forming groups of five nurses with each nurse having a different role and responsibilities. In the workplace simulation, a mentor will be there to observe and document the conversation, decisions made by nurses, patient outcome, ethics, and civility.

The group will be presented with a scenario that includes a description of their attitude, knowledge level, abilities, competency, role, and general plot. The mentor may only intervene after the entire session or if the conversation and activity process deviate from the established aims and narrative. After the group has acted out the scenario, they will be asked to evaluate each other’s perspective, attitude, and behavior, and to ask each other questions to discuss the various obstacles they encountered during patient care and interprofessional communication, as well as potential solutions (Victor et al., 2015). The non-participating students will observe the guided observation where they will be urged to gaze and observe in order to engage in the experiment’s discussion and reflection. During this procedure, the mentor can pose questions and propose alternate options. In order to attain the learning objectives, the procedure follows Kolb’s experiential learning model by incorporating abstract conception, active experimentation, concrete experience, and reflection.
NR 536 Week Seven: Constructing an Experiential Learning Activity
Pedagogical aims

The experimental endeavor has three primary purposes. Using circumstances, characters, and practice methods, each objective is included into the action. Increasing interprofessional communication and collaboration abilities through active learning is the first objective. The second purpose is decision-making based on ethics. The third purpose is to educate students about workplace civility and the variables that contribute to better civility and incivility as a result of poor communication and decision-making. As the learning exercise incorporates simulation and an HPS mannequin, it aligns with the learning abilities of new graduate nurses and is beneficial to their skill development.
The advantages of active learning

The identified learning activity facilitates active learning on four levels. The first phase is the debriefing or pre-learning level, where nurses comprehend and duplicate the assigned role’s qualities. This enables nurses to actively study the circumstance, their roles, and potential communication techniques. The second phase of active learning occurs when participants perform the treatment on the HPS mannequin while observers evaluate several parts of the process, such as the patient’s position, the tools used, and the procedure itself. In addition to practicing, they are also learning through this level of engagement. The third level of active learning occurs when nurses collaborate with other nurses and make decisions through communication. The fourth level of active learning is the discussion phase, during which students pose questions and explore obstacles, ethics, decision-making, potential solutions, and workplace etiquette. All of this is only feasible if the learning activity is presented and carried out with clarity.
NR 536 Week Seven: Constructing an Experiential Learning Activity
Part 2: Presentation of the educational experience
Describing the environment

The experiential learning activity will take place in a skill development lab that resembles an ICU in an acute health care context, with two rooms and a hallway on either side of the space. The skill lab contains a ventilator with a patient monitoring system and a full-sized human patient simulator (HPS) with persistent congestive heart failure who is at risk for getting ventilator-acquired pneumonia. The skill lab will be separated into four sections. The units will consist of an intensive care unit with a ventilator and HPS mannequin, two adjacent rooms divided by a partition, and a hallway. Students who are not participating will be arranged in a circle around the learning activity set. One student will perform the therapy technique on the mannequin, while a second student will provide assistance. One student will be assigned to each of two neighboring rooms. Mentors will be present in the activity area, and a student will serve as a nurse leader in the crowd.
Identification of the roles and characters

The nurse educator’s function is active, as he or she will serve as both instructor and observer. The nurse is both the student who does not participate and the nursing leader. She is responsible for administering various activities, managing resources, mediating disputes, ensuring workplace civility, managing operations, and motivating nurses to practice professionally by adhering to obligations, ethics, and code of conduct. The nurse leader possesses leadership qualities such as improved decision-making, communication, and problem-solving, and is easy to work with. However, due to her increasing workload, she is sometimes intolerant of errors and impatient. The bedside nurse (nurse 1) performs the duties of nurse anesthetist, head-to-toe physical examiner, and patient monitor. She has Korean ancestry. This nurse is well-mannered, soft-spoken, and easy to deal with; she exemplifies mellow qualities. However, she has poor self-confidence and is easily dominated. A second nurse (nurse 2) at the bedside is responsible for hygiene maintenance, quick triage management, discharge planning, and family-multidisciplinary team communication. This nurse possesses the qualities of sociability, self-assurance, deference, and compassion.
NR 536 Week 7 Creating an Experience-Based Learning Activity

The nurses in rooms close to the ICU perform the same function as the bedside nurse. However, the nurse in the left room (nurse 3) is extremely ambitious and possesses dogmatic, self-assured, chatty, authoritative, and threatening features. In addition, she has 18 months more experience than other nurses. The nurse in the correct room (nurse 4) is non-confrontational, shy, and laconic, but possesses high levels of competence, skills, and proficiency. As each of the four nurses has unique traits, their actions and roles influence the result of a scenario.
Description of the situation

There are three patients in this facility, one in the intensive care unit and two in adjacent rooms. The ICU patient is a 65-year-old man suffering from congestive heart failure. The patient in the room on the left is afflicted with Alzheimer’s disease. The hospital has a policy of providing bedridden patients with bundled care to reduce the risk of pressure ulcers and avoid infections. The nurse leader and healthcare team suggested following the 30-degree ventilator angle rule and undergoing physiotherapy every three days. The patient’s family member in the left room complained to the ICU nurse that the patient had not received PT for four days. The ICU nurse found that the ventilator position in the left room is approximately 40 degrees after a thorough examination. Upon entering the examination room, nurse 3 observed nurse 1 examining the patient. The conversation between two nurses degenerated into an argument, with nurse 3 yelling at nurse 1. The nurses 2 and 4 entered the corridor and listened to the talk that was taking place. As dispute proceeded to verbal argument and incivility, nurse 2 decided to contact the nursing leader. Nurse 4 heard everything but did not intervene, although knowing that nurse 3 was being impolitely and disputing instead of admitting her error. After a few moments, the nurse supervisor entered the room and attempted to resolve the problem and disagreement by involving all parties engaged in the event.
NR 536 Week Seven: Constructing an Experiential Learning Activity
Relationships among the characters

What are you doing in this room?

The patient has not undergone PT for four days, according to a family member’s complaint. I simply wanted to determine whether there are mobility concerns. Also, the angle of inclination of the ventilator is roughly 40 degrees. As she is an elderly woman, her back will be affected and she may have discomfort. As an anesthesiologist’s nurse, I advise you to maintain her sedation schedule, as it may aid the patient’s speedy recovery. This demonstrates interprofessional communication, as the nurse is sharing her field-specific experience.

I am aware of what I must do and the rules, the third nurse retorted indignantly. I am not in need of an explanation from a novice. I do not know how you handle patients in China, but in the United States, only the patient’s assigned nurse will be there. This exemplifies rudeness, as the nurse criticized the culture of her colleague and displayed bias. As she is my patient and my responsibility, I must accept responsibility for any negative outcomes. This emphasizes the importance of ethics.

Nurse 1: I am not Chinese; I was born in the United States. I am a US citizen. As you were missing, I was only attempting to assist you and the patient, and it is my responsibility to promote the health of patients in this health care setting, even though she is not my patient. However, I genuinely regret for interfering with your job, and I will avoid such difficulties in the future. This shows the ethical problem, as the nurse considers not assisting the patient when the patient requires assistance due to nurse 3’s impolite behavior.

Nurse 4 watched the talk but did not attempt to intervene, although nursing 2 called the nurse leader as the conversation escalated.

The nurse supervisor and two additional nurses enter the room to resolve the dispute.
NR 536 Week Seven: Constructing an Experiential Learning Activity
The function of debriefing and its method

Debriefing has a multifaceted role in experiential learning activities because it enables nurse educators to communicate various parts of the activity to the participants (Victor et al., 2015). First, it permits the nurse educator to communicate the experiment’s goal and objectives to the participants. The second function is to aid participants in comprehending the procedure and posing pertinent questions concerning the procedure and its elements. This contains the role, characteristics, and behavior of each participant, as well as their obligations and the significance of the learning activity. It also allows participants to prepare for the experiment (Romaniuk et al., 2020). In addition, the debriefing procedure assists participants in comprehending the learning experiment’s structure. In addition, it defines the function of non-participating nurses in the process as well as the significance of their participation at various phases (Young & Dufrene, 2020).

In phase one, the debriefing process will be based on simulation and drawing boards. Participants will be given a written description of their roles and duties, as well as the aims and purpose of the learning objective. Using simulations and illustrations, the scenario and its phases will be explained. This entire procedure will be conducted in the classroom (Romaniuk et al., 2020). Later, a second briefing will be delivered in the actual area, as this would assist the students better comprehend the setting and surroundings. Lastly, a basic rehearsal will be undertaken to demonstrate the various participant positions and their position in relation to time and scenario outline (Young & Dufrene, 2020).
NR 536 Week Seven: Constructing an Experiential Learning Activity
Socratic questions

The three Socratic questions are as follows: 1) Is open-ended conversation more advantageous in experimental learning than scripted dialogues? 2) Is it sufficient to run a single experiment with a single participant group? 3) What are the potential obstacles that could hinder the experiment’s execution?

Experience-based learning plays a significant role in enhancing the skills and competences of nursing students and nursing professionals. The process of developing experiential learning includes understanding its significance, identifying objectives and learner types, identifying and adopting an experiential learning activity type, describing the activity plan, presenting the activity plan and outline, and debriefing the participants regarding the experiment and their roles. Using Kolb’s experiential learning paradigm, HPS mannequins, and the skill development lab, the article created a scenario designed to achieve the goals of interprofessional teamwork, ethics, and civility.
NR 536 Week 7: Creating an Experiential Learning Activity Bibliography

Jones, B., & Guthrie, K. (2012). Utilizing experiential learning and reflection in leadership education to facilitate teaching and learning. New Paths For Student Services

Nunes, S., Prado, M., Kempfer, S., & Martini, J. (2015). Action research on experiential learning in nurse consultation teaching via clinical simulation with actors. 35 Nursing Education Today (2).

Romaniuk, D., Paula, M., & Liu, L. (2020). An investigation comparing debriefing approaches following a virtual simulation. Clinical Simulation In Nursing, Volume 19, Issue 3, March 2018, DOI: 10.1016/j.ecns.2018.03.002

Victor, C., M. Turk, and K. Adamson (2015). Effects of an experiential learning simulation design on the formation of clinical nursing judgment. Nurse Educator, 40 (05).

Young, A., and C. Dufrene (2020). A research study on effective debriefing—the best approaches for achieving positive learning outcomes. Nursing Education Currently, 34 (03).