Exploring Licensed Practical Nursing Graduates' Perceptions of Activities Based on Kolb's Experiential Learning Theory

Abstract

Experiential learning strategies have proven to beneficial in educating Registered Nurses (RNs) at the baccalaureate degree level. However, there is a great limitation on the amount of research available regarding the use of these techniques with licensed practical nursing (LPN) students. There is a need to examine these educational techniques on LPN students as they make up a large percentage of the health care workforce and care for a vulnerable part of the United States population. The purpose of this basic 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. Data were collected using semistructured, open-ended interview questions. The sample included LPN graduates who had experience with experiential learning strategies in their degree programs. The interviews were audio-recorded and transcribed. The data entered into Atlas.ti, software was analyzed and coded. The results of the study revealed that experiential learning strategies were reported to be beneficial for these LPNs by increasing confidence and improving critical skills and critical thinking. The participants stated that they were also able to apply what they learned from the experiential learning strategies to their clinical practice. Future research is needed to determine if experiential learning strategies are being utilized in LPN programs to maximize these reported positive outcomes.