Content area
Background
The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.
Method
Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.
Results
The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.
Conclusion
Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [J Nurs Educ. 2025;64(6):e31–e34.]
Details
Family Involvement;
Departments;
Critical Thinking;
Eating Habits;
Competence;
Hygiene;
Experiential Learning;
Family Attitudes;
Adult Learning;
Family Role;
Academic Achievement;
Communicable Diseases;
Health Promotion;
Course Objectives;
Community Resources;
Beliefs;
Educational Objectives;
Data Analysis;
Evidence Based Practice;
Educational Assessment;
Health Needs;
Health Behavior;
Learner Engagement;
Learning Objectives