Student Nurses’ Experience of Experiential Teaching and Learning: towards a phenomenological understanding

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Abstract
This paper reports on the use of a phenomenological research methodology to investigate the influence on clinical practice of pre‐ and post‐registration nurse education which makes explicit use of experiential teaching and learning approaches. The primary aims of the research were: first, to examine the learners’ understanding of experiential teaching and learning, and, secondly, to examine the claims made for the use of experiential teaching and learning approaches in both pre‐ and post‐registration nurses courses. A rationale is provided for the selection of a phenomenological approach indicating its compatibility with the focus of the enquiry. Data collection has involved focused non‐directive interviews with nine members of a BSc Nursing Studies and MSc/DipHE Mental Health Branch courses. The data have been analysed using a technique developed by Giorgi. The findings are presented and discussed In the context of other studies from both nurse and higher education. Previous experiences of experiential teaching and learning were explored, student interpretations differentiated, and the relationship between course‐based learning using experiential approaches and the implications for its influence on practice were examined. The paper concludes with the identification of methodological problems arising from the research strategy and issues emerging from the interview process

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