Within this thesis a number of Fowler's published practical examples of experiential learning are synthesisedw ith the underpinningt heory of experiential learning. A `perspective model' of experiential learning is developed and used to analyse the published works. Fowler's original contributions are categorised as: `the use of vicarious experience plus a reflective focus', `constructed experience plus guided reflection', `reflection on prior experience' and `a structured process for combining experience and reflection'. Fowler's published models of `clinical teaching' and `graduatedr eflection' are then synthesisedto form a framework for experiential learning within nurse education. The framework is used to identify the factors that facilitate learning and to make predictions regarding barriers to learning. The framework is then used to hypothesise the relationship between the facilitation of learning and coaching and the implications for nurse teachers. The limitations of taking a linear logic perspective are discussed and the insights to be gained from an appreciation of complexity theory are proposed

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This study was built on the hypothesis that critical thinking is important for nursing education and practice. The literature suggested that problem based learning (PBL) is an effective strategy for developing critical thinking skills and other important skills for nursing students such as interpersonal skills, problem solving, self-directed learning, knowledge retention, bridging the gap between theory and practice, time management, and responsibility. The aim of this study was to examine whether introducing PBL elements to a traditional teaching course affects students' critical thinking dispositions and academic performance, and to explore students' perceptions of implementing the PBL elements to their Critical Care Nursing course and their perceptions of traditional teaching methods. This study used a mixed methods approach, in which a quasi-experimental study was augmented by a qualitative approach. The California Critical Thinking Disposition Inventory (CCTDJ) was used to collect pre- and post-test quantitative data, whilst qualitative data were gathered from students' reflective journals, field notes, observation of class sessions, and group discussions. Sixty-eight third year nursmg students at King Abdul Aziz University Nursing School participated in this study. Students were distributed randomly between an intervention group and a control group. The quantitative findings indicated that the intervention group elevated their critical thinking disposition. Moreover, they ultimately demonstrated a higher critical thinking disposition than the control group. However, no significant differences were found between the mean GP A of each of the groups. The qualitative data showed that the intervention group was satisfied with implementing the PBL elements to their course; although mentioning some limitations such as the work being time-consuming and applying more loads on students. Students' reflections on the traditional approach indicated that they were not satisfied with this approach.

There is a professional requirement that nurses should be competent in assessing and providing spiritual care. Yet there is little spiritual education in nursing curricula and even less evaluative research examining the efficacy of students learning about spirituality, particularly in the classroom. This study aimed to explore what understandings, if any, students had of spirituality and evaluate students' learning about spirituality in the classroom setting. This is a small-scale qualitative case study bounded by participants' experiences of a short course in spirituality within a particular context. The students (54) engaged in learning methods throughout the course, some of which were used to provide research data. These research methods were the nominal group technique (NGT), reflective journals, reflective group interviews, and end of course student evaluation questionnaires (SEQ). The nominal group was conducted and analysed according to the technique outlined in Moore (1987); the rich qualitative data from the journals and interviews underwent constant comparative analysis; and the data from the evaluation questionnaires were collated. The major findings from the study were that students did learn about spirituality and spiritual care in the classroom. Students valued learning methods which encouraged reflection and the sharing of ideas. The results from the NGT indicated that students were able to identify a variety of spiritual needs and that some ideas were held in common. Four key themes were derived from constant comparative analysis and interpretation of the qualitative data: (i) Beliefs and values about spirituality and attitudes towards spiritual care, (ii) The language of spirituality and spiritual care, (iii) Telling spiritual stories: Biographical and autobiographical accounts, and (iv) Learning about spirituality and spiritual care. Theme (iv) was also informed by data from the SEQ.

The aim of this study was to identify the factors promoting or impeding pre-registration degree level education at the first School of Nursing offering transfer from diploma to degree programmes. A quantitative approach was used to collect data from student nurses using a questionnaire. This included an attitude towards obtaining a degree scale developed using psychometric tests to maximise reliability and validity. The remainder of the questionnaire consisted of checklists of the factors influencing the decision to accept transfer or not and demographic information. In the main study the questionnaire was distributed to 113 third year adult branch student nurses. The response rate was 93%. The 105 participants were typical of student nurses, i. e. the majority were female, mature and worked part-time. Attitudes towards obtaining a degree were generally positive. The majority of students believed obtaining a degree will help nurses develop their career and increase professional status. However, the majority disagreed that obtaining a degree is essential to be a good nurse, will make nurses better at their jobs and will improve the patient care provided by nurses. Only 25% believed obtaining a degree ought to be essential for all student nurses. Twenty nine students did not accept transfer to the degree. Of these 79% reported this was due to the combined pressures of academic workload, family and work. None of these participants believed that obtaining a degree will make nurses better at theirJobs. A theory-practice divide seemed to exist, whereby many of the participants did not relate the increased degree knowledge with clinical practice. Based on this study's limited evidence, achieving an all graduate profession at the point of registration appears difficult because of students' limited abilities and motivation to obtain a degree. Possible solutions include to narrow the entrance gates or to achieve an all graduate profession after registration by implementing short-term learning contracts for newly qualified nurses. Understanding which types of students accept or decline transfer could be better understood by improved information systems.

Nurse education has changed significantly in the last 15 years with the move into Higher Education. With it however teaching clinical skills within the HEI was abandoned and left to the clinical areas. It has been identified that this was to the detriment of the clinical skills competence of the newly qualified practitioner. Recently however there has been development in using simulation education as a teaching, learning and assessment strategy within the HEI. In light of this development this research aims to explore what simulation education means to the student nurse. A mainly qualitative approach was employed through interviews with fourteen students on the Diploma of Higher Education/Bachelor of Science nursing programme (adult) within one HEI using a phenomenological hermeneutic method and Nvivo for data analysis. Methodological triangulation was employed by the student's completion of a semantic differential (SD) questionnaire on their self perception of competence while on clinical placement. The overall findings revealed valuable insights from the students' perspective on implementing simulated education as a teaching, learning and assessment strategy. The student interviews revealed six themes, concept; attitudes; learning better; mistakes; realism and putting into practice. The students in this study enjoyed simulation education and it encouraged them to practise and become competent in the clinical skills that the newly qualified nurses had been shown to be deficient in previously. This led to an increase in confidence and the student's seeking out further skills to practise. The SD questionnaire found that the students were anxious prior to their clinical placement experience, but felt prepared. The recommendations of this study are to implement simulation education within the nursing curriculum in order for the student nurse to gain competence in clinical skills whilst keeping in accordance with the current research literature on this teaching, learning and assessment strategy.

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