Concept Mapping: Facilitation and Experiential Learning in Nursing

This concept mapping project explores the relationship between experiential learning and facilitation within the context of nursing. The student utilized the Hoshin model to frame key concepts and linked the experiential learning cycle to demonstrate the connection between facilitation and learning. Through this process, the student gained insights into the importance of past experiences and critical reflection in skill development, as well as effective methods for integrating related concepts. The project highlights facilitation skills, emphasizing the role of goal setting, networking, and attitude. It incorporates Kolb's experiential learning cycle (concrete experience, reflective observation, abstract conceptualization, and active learning) to illustrate a holistic approach to learning. The student also identifies factors that support facilitation, such as communication skills and the importance of adapting to different learning styles. The student reflects on their own facilitation skills, acknowledging the need to better understand diverse learning styles to tailor facilitation effectively and improve nursing staff professional development. The assignment references several sources that support the student's analysis of the topic.

Running head: CONCEPT MAPPING
Concept mapping
Name of the student:
Name of the University:
Author’s note

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Reflection:
The concept map was developed based on research of ideas related to experiential
learning theory and the facilitative model. As facilitation is an important skill to promote
evidence based practices among nursing staffs, I used the Hoshin model to frame the key concept
and linked the experiential learning cycle with it to demonstrate relation between facilitation and
experiential learning. Through the process of concept map development, I learnt about the
importance of past experience and critical reflection process on understanding about current
skills and need for future development of nursing staff. I also learnt about the ways to effectively
merge concepts related to the task with inter-related sub-concepts.
The experience of developing the concept map has also enhanced my knowledge
regarding facilitation skills in nursing practice. By facilitating experiential learning in workplace,
I can play a role in helping staffs to develop specific clinical skills to through reflection on their
work experience. I am now aware of the factors that will help me to support facilitation of staffs
in clinical setting. Firstly, goal setting, appropriate network and attitude is crucial in the
facilitation process. Secondly, by the use of four steps of experiential learning cycle related to
concrete experience, reflective observation, abstract conceptualization and active learning
process, I have learned that experiential learning theory is a holistic perceptive towards learning
process (Kolb 2014). It helps to combine experience, perception, cognition and behavior to
facilitate learning among workers or employees. Hence, the process of observation and reflection
paves the right way to extend knowledge to learners through the transformation experience.
During the task of relating experiential learning theory with facilitation process, I also
learnt about important enabling factors to promote facilitation process. For example, facilitation

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is dependent not only on critical reflection skills but also on communication skills.
Communication skills favor analysis of concept, developing tactics and taking strategic future
course of action. This can help nursing facilitators to effectively share knowledge and engage in
decision making regarding professional development of staffs (Westin, Sundler and Berglund
2015). A research done regarding application of Kolb’s theory to coach education also
mentioned that learning is a holistic process of adaptation and coaches need to develop
opportunities to reflect, theorize and apply their learning. In addition, knowledge transfer and
experience in real-world determines the effectiveness of the facilitation process (Stirling 2013).
Hence, good knowledge and conceptual understanding about work experience and
implementation of interactive activities increases hands-on experience related to facilitation
process.
Evaluation of past experience and current developmental activities also promotes active
learning in students. From the evaluation of my facilitative skills during developing the concept
map, I have realized that different individuals have different learning style and it may not be
necessary to implement all steps of the experiential learning cycle for all types of learner. Based
on type of learning style, one or two steps such as that of reflective observation or abstract
conceptualization can be skipped for that person (Berta et al. 2015). However, currently I lack
skills regarding the approach needed to identify learning styles of different types of learner. I aim
to learn more about the characteristic of different types of learners and the experiential learning
process so that I can identify the learning needs of nursing staffs and implement the right
facilitative process to have an impact on their professional development process.

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Reference for reflection
Berta, W., Cranley, L., Dearing, J.W., Dogherty, E.J., Squires, J.E. and Estabrooks, C.A., 2015.
Why (we think) facilitation works: insights from organizational learning theory. Implementation
Science, 10(1), p.141.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development.
FT press.
Stirling A. E. 2013. Applying Kolb’s theory of experiential learning to coach education. Journal
of Coaching Education, 6(2), 103-121.
Westin, L., Sundler, A.J. and Berglund, M., 2015. Students’ experiences of learning in relation to
didactic strategies during the first year of a nursing programme: a qualitative study. BMC
medical education, 15(1), p.49.
Reference for concept map:
1. Matsuo M. A framework for facilitating experiential learning. Human Resource
Development Review. 2015 Dec;14(4):442-61.
2. Boisvert L. Reflections on Hoshin Planning: Guidance for Leaders and Practitioners.
CRC Press; 2016 Feb 22.
3. Kolb DA. Experiential learning: Experience as the source of learning and development.
FT press; 2014 Dec 17.
4. Poore JA, Cullen DL, Schaar GL. Simulation-based interprofessional education guided
by Kolb's experiential learning theory. Clinical Simulation in Nursing. 2014 May
1;10(5):e241-7.

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5. Savery JR. Overview of problem-based learning: Definitions and distinctions. Essential
readings in problem-based learning: Exploring and extending the legacy of Howard S.
Barrows. 2015;9:5-15.
6. Tesfaye S, Berhanu K. Improving Students' Participation in Active Learning Methods:
Group Discussions, Presentations and Demonstrations: A Case of Madda Walabu
University Second Year Tourism Management Students of 2014. Journal of Education
and Practice. 2015;6(22):29-32.
7. Easterby-Smith M, Cunliffe AL. From reflection to practical reflexivity: Experiential
learning as lived experience. InOrganizing reflection 2017 Mar 2 (pp. 44-60). Routledge.
8. Fey MK, Jenkins LS. Debriefing practices in nursing education programs: Results from a
national study. Nursing Education Perspectives. 2015 Nov 1;36(6):361-6.
9. Baker B, Drane C, Chambers J, Lindqvist S. Training students as interprofessional
learning facilitators: An exploratory study highlighting the need to build confidence.
Journal of interprofessional care. 2018 Mar 4:1-8.