The language of experiential learning

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Abstract
Experiential learning has been advocated as a means of helping students to learn about aspects of nursing This paper reports an analysis of two language styles identified during a research project that explored nurse tutors' and students' percephons of experiential learning Twelve nurse tutors and 12 student nurses were interviewed and the transcripts were analysed using a modified grounded theory approach The aspect of the findings reported here is that of the emergence of two language styles' used by some of the writers and practitioners in the field of experiential learning It is suggested that those language styles may form a ‘culture isogloss' or barrier between tutors and students

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