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
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:422591 |
| Date | January 2006 |
| Creators | Fowler, John Christopher |
| Publisher | De Montfort University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/2086/6259 |
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