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.)


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.

Week 7: Design of an Experiential Learning Activity

Experiential learning refers to an educational orientation that aims at incorporating theoretical and practical elements of learning that stresses the value of experience in learning. It focuses on pedagogical strategies that actively involve learners in the learning process, such as case studies, role-playing, simulations, clinical experiences, problem-based learning, and concept mapping (Murray, 2018). Experiential learning allows learners to be more engaged in the learning process. It can take place in the classroom or field. This paper includes objectives for an experiential learning activity, a case study for the learning activity, and a description of how debriefing will occur.

Part 1: Foundation for the Learning Activity

The selected experiential activity for this assignment will be an evolving case study to be used post-conference. The targeted learners for the activity will be final year BSN students in their clinical practicum.  Learning objectives are crucial for any learning activity as they provide directions for assessment and provide instructional intent.

The learning objectives for the learning activity will include:

  1. By the end of the session, the learner will be able to describe the skills essential to providing patient-centered care within an interprofessional team.
  2. The learner will be able to explain the benefits of teamwork in the interprofessional team.
  3. By the end of the session, the learner will be able to identify the ethical issues in the case scenario.
  4. The learner will be able to describe strategies that build a civil environment in clinical settings.
  5. The learner will be able to describe strategies for creating positive behavior in the clinical setting.
  6. The learner will be able to describe interventions for confronting incivility in the workplace.

The use of case studies in learning has the advantage of bringing a concrete experience. Learners apply reflective observation when they reflect on the case study to evaluate what they have learned from the case study and the feelings provoked from it. Case studies also foster active learning since it results in Abstract conceptualization when the learners comprehend the concepts from the case scenario (Murray, 2018). Active experimentation is also attained when the learners can be able to handle a similar scenario effectively in the actual clinical setting. Furthermore, the previous concrete experience, reflection, and comprehension enable learners to relate the concepts learned in the case study to what they encounter in the clinical setting (Murray, 2018).  Learners can apply the knowledge gained from the concrete experience to address similar issues or challenges in their day-to-day activities.

Part 2: Presentation of the Learning Activity

The learning activity will take place in the Continuous medical education (CME) hall in the hospital, where students are taking their clinical practicum. The CME hall will be ideal for the learning activity since it can accommodate a large number of people and has learning aid resources such as an LCD projector, microphone, and speakers. The characters for the case study will include the healthcare provider (HCP), Registered nurse (RN), and Nurse Educator (NE).

The HCP: 50-year-old female MD

RN: 35-year-old male, charge nurse for the night shift

NE: 34-year-old, in charge of the student on practicum

Outline of the Scenario That Demonstrates Progression

NE: What is the issue here?

HCP: (In a high and angry tone) It is this good for nothing nurse who decided to prescribe treatment to my patients against his scope.

RN: (In a high tone) I have told you time and time again, I did not prescribe, I only sugg…

HCP: Ooh!! Shut up!

NE: Okay… no need to raise your voices on each other. Can everyone kindly be quiet and listen to each other one at a time. Let us settle this professionally and respectfully. (Facing the HCP) you claim that the RN prescribed treatment, while on the other hand, he states he did not. Let us understand what happened here before getting to a conclusion.

RN: Yes, I did not prescribe treatment to Ms. J, but I only provided her with information about the available alternatives to chemo.

NE: Well, it seems the nurse did not do anything that is out of his scope.

HCP: I get it now. I am sorry I did not listen to him. I came to my conclusions without listening to you. We should discuss the available options for the patient.

RN: It is okay. Let us see which options are available that will promote better outcomes and have minimal side effects. We should present the alternatives to the patient together so that she can make an informed decision.

HCP: I agree. We should also present what is affordable since she is a Medicaid patient.

RN: I do agree with you.

HCP: My apologies for the harsh words. I appreciate the effort you have put to enhance patient outcomes.

RN: Apology accepted.

Interactions Between the Characters That Demonstrates:

Interprofessional Communication

Interprofessional communication refers to when health providers communicate with each other, patients and their families, in a transparent, collaborative, and responsible way (Clark, 2019). In the scenario, the RN and HCP are required to communicate effectively when discussing Ms. J. Interprofessional communication is demonstrated when the HCP finally pays attention to the RN and apologizes for making false conclusions. It is also demonstrated when the HCP and RN discuss the available options for Ms. J and come to an understanding of what they should consider.


Ethics refers to a principle that defines what is expected in terms of right and wrong concerning behavior (Milliken, 2018). In the case scenario, the RN upholds the ethical principle of beneficence and nonmaleficence when he says, “Let us see which options are available that will promote better outcomes and have minimal side effects.” He also upholds autonomy when he says, “We should present the alternatives to the patient together so that she can make an informed decision.” The HCP exhibits a work ethic when she says, “We should also present what is affordable since she is a Medicaid patient.”


Civility refers to behaviors that preserve the norms for mutual respect in the workplace and reflects concern for others (Clark, 2019). In the case study, the NE demonstrates civility when he tries to calm the two providers who are in a heated argument. It is also exhibited when the HCP apologizes to the RN and talks with him respectfully. The RN and HCP also collaborate and teams up to discuss the patient’s care.

Part 3: Debriefing

Role of Debriefing with Experiential Learning Activities

Debriefing refers to the facilitation of learning from the experience and is conducted as a planned, integral element of the learning activity. It is a dialogue between two or more individuals, where they discuss the actions and thought processes involved in a particular case scenario (Johns, Moyer & Gasque, 2017). Besides, it is an essential strategy that allows learners to learn from mistakes and to improve their performance in the future. Debriefs are carried out immediately after the experiential learning activity is concluded when memories of events and feelings about the learning experience are still fresh in the minds of the learners (Johns et al., 2017). The role of debriefing is to identify elements of team performance that went well and those that did not. The discussion focuses on identifying opportunities for improvement at the individual, team, and system-level (AHRQ, 2019).  Debriefing adds value to what is already happening or what the learners have learned. It increases awareness of other perspectives and enables learners to enhance their communication and learning skills.

Debriefing aims at enabling learners to clarify, achieve, and even surpass the set objectives. It also uses success or failure as a means of learning and development for the learners. Debriefing makes the learning benefits tangible and provides useful information for the evaluation of the learning activity. It has a role in improving prospects for the effective transfer of learning (Johns et al., 2017).  Furthermore, debriefing allows the instructor to communicate to the learners that he/she cares about what they have experienced and value what the learners have to say. It also shows that the instructor is interested in the progress of each learner’s learning and development.

How Debriefing of Selected Learners Will Occur

Once I am confident that the learners are adequately equipped with the required communication and group processing skills and functional knowledge on interprofessional communication, ethics, and civility, I will proceed with debriefing. Debriefing will involve several students who will be selected voluntarily, whose purpose will involve discussing their thoughts on the learning activity. The debriefing of the selected number of learners will follow the three phases of debriefing, namely, description, analysis, and application phases.  For the debriefing to be effective, it will be conducted in a way that will support learning and focus on understanding why an action in the case study made sense to the learner.

In the description phase, the instructor will generally draw out perspectives from the learners about how the events unfolded in the case scenario and request them to describe their reactions to these events. Learners will be asked to provide an objective account of what happened during the case study from their unique points of view and to take note of the descriptions and observations shared by other learners (Johns et al., 2017). The instructor will actively facilitate the learners, who will be sharing their points of view and how they have been affected by similar situations. The aim of this phase will be to explore the learners’ rationale for their points of view and close gaps in clinical practice by discussing the pros and cons of actions identified in the case study (AHRQ, 2019). Furthermore, the discussion will help to identify any modifiable systems issues that may have impacted the events in the case scenario.  The analysis phase will enable students to determine the level to which the intended learning objectives and performance expectations were met and which actions contributed to the success or failure.

In the analysis phase, the instructor will co-develop priorities for discussion with the learners, balancing the learners’ priorities with any other critical concerns that were identified in the events of the case study. Firstly, the instructor will examine what the students have learned with respect to previous learning, the current case scenario, and the learning objectives and performance expectations (Johns et al., 2017. The students will be asked to discuss what they have learned in the learning activity in relation to what they had previously learned, to the events in the case study, and the learning objectives. Secondly, the instructor will evaluate what the students have learned with regard to similar events and situations from the case study occurring in the real clinical setting (Johns et al., 2017. The students will be asked to discuss what they have learned with respect to what they have experienced or witnessed in their clinical practicum. They will compare the experiences of the learning activity to environments and situations they have encountered or expect to encounter in the professional nursing practice.

The application phase will involve identifying and summarizing the main learning points and the learners discussing how they can be integrated into their future practice. Summarizing key concepts learned from the case study may help the students recall and apply these lessons in the future (Johns et al., 2017). The expected performance for learners will include goal-setting, decision-making, and action planning to develop plans for adapting an existing behavior or adopting a new one (AHRQ, 2019). Learners will be asked to translate what they have learned about their thoughts, feelings, and actions during the learning activity to how they might think, feel, and act in similar events they are likely to encounter in the real clinical setting. The instructor will brainstorm on the strategies that the learners can use to overcome potential barriers by adopting what they have learned.

Socratic Questions That Would Be Asked During the Debriefing

The instructor will challenge assumptions and logical fallacies as they arise in the discussions by asking the following questions:

  1. Can you prove or disprove the assumption that effective interprofessional communication contributes to better patient outcomes?
  2. What are the consequences of upholding ethics in all situations?
  3. What effect would incivility in the workplace have?


The primary role of the instructor when using experiential-based learning strategies is to assist learners to perceive the significance of their impressions, and learn from their experiences. The experiential learning activity will take place in the CME hall, and the target learners will be BSN students. The topics of interest include interprofessional communication, ethics, and civility. A case study will be used to foster active learning by encouraging engagement, fostering decision-making and critical-thinking skills. It will also provide opportunities for learners to apply functional knowledge and practice communication, ethical, and civility skills in authentic ways. Debriefing encourages individuals to reflect on these actions and thought processes and incorporate improvement into future performance. The debriefing will be guided by the objectives of the learning activity. It will be carried out in three phases, namely description, analysis, and application.






Agency for Healthcare Research and Quality. (2019). Debriefing for clinical learning. PSNet.

Clark, C. M. (2019). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Research in Nursing Education| Nurse Educator, 44(2), 64-68.

Johns, J. A., Moyer, M. T., & Gasque, L. M. (2017). Planning and facilitating debriefs of experiential learning activities in skills-based health education. Journal of Health Education Teaching, 8(1), 61-76.

Milliken, A. (2018). Ethical awareness: what it is and why it matters. OJIN: The Online Journal of Issues in Nursing, 23(1).

Murray, R. (2018). An overview of experiential learning in nursing education. Advances in Social Sciences Research Journal, 5(1).


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 …

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

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

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Read Also: NR 536 Week 8 Assignment   Self-Assessment of NLN Nurse Educator Core Competencies

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.