“Learners are learning from experiences which cannot be taught by teachers except themselves.” - James Malce Alo (2009) Ref: Alo, JM. (2009). Experiential Learning, Bridge Towards Excellent Clinical Nursing Practice. ISBN #978971-94484-19 Hanjazzpublishing. Manila, Phils. Pp. 252.

1. Practical
Experiential
Learning
Theory
Dr. James Malce Alo
February 3,
2016
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2. “The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
- William A. Ward (1921-1994)
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3. Learning Objectives
 Define experiential learning.
 Describes “Practical Experiential Learning”
theory (PEL).
 Differentiate TT, PRD and HE.
 Identify Experiential Educator’s Role and
Clinical Instructors Responsibilities.
 Illustrate the theoretical framework.
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4.  Experiential Learning is the process of
formulating meaning from direct
experience.
 Aristotle once said, "For the things we
have to learn before we can do them, we
learn by doing them."
 Experiential learning focuses on the
learning process for the individual
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5. Practical Experiential Learning (PEL)
 This theory believed that ;
 Involvement of the student from practice or action
is essential.
 Engaging students in actual activities, being such in
practice or effect.
 Letting the student nurses encounter knowledge
and skills in a particular field through experience.
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6. This learning includes:
 Reflection on everyday experiences by which
learners has direct participation on the events of
the nurse and client’s life,
 This is also learned through programs and
activities structured by the teachers.
 The emphasis is placed on the nature of learners
objective and subjective experiences.
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7. Experiential Educator's Role
 Organize
 Facilitate
 Direct
 experiences of phenomenon under the
assumption that this lead to genuine
(meaningful and long-lasting) learning.
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8. Clinical Instructors’
Responsibilities
 1st, is to teach information/knowledge to
student nurses and to prescribe
study/learning exercises,
 2nd , afterwards practical return demonstration
in the skills laboratory as an initial application
preparing student nurses for their
 3rd, actual application on the nursing
management of care to a real client in the
hospital settings.
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9.  Team Teaching is an academic
experience in which the team teachers
work together in designing the course and
teach the material.
 Practical Return Demonstration is a
strategy experienced by learners in the
clinical laboratory which is essential to the
learning process.
 Hospital Exposure is an actual experience.
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10. February 3, 2016
Figure : The practical experiential learning of the student-teacher-patient interrelationship by
which student nurses learning from their experiences with team teaching, practical return
demonstration and hospital exposure which may result in obtaining knowledge, skills and
attitude requisite towards excellent clinical nursing practice, Alo, J.M. (2009).
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11.  Therefore, the more experiences student
nurses in the clinical setting, laboratory
and classroom with their teacher to
acquire necessary knowledge and skills
in providing effective and efficient nursing
care to their clients. They will become
excellent in clinical nursing practice.
February 3, 201611

12.  Practical Experiential Learning (PEL) would
also be significant to educators in terms of
understanding the experiences of student
nurses and could be used as a frame of
reference to assist them in formulating
actual activities, organize, facilitate, and
direct experiences that lead to a
meaningful and lasting learning that will
lead to a better understanding and
appreciation of nursing practice.
February 3, 201612

13. “Learners are learning from experiences
which cannot be taught by teachers
except themselves.”
- James Malce Alo (2009)
February 3, 201613

14. February 3, 201614

15. Reference:
 Alo, JM. (2009). Experiential Learning, Bridge Towards
Excellent Clinical Nursing Practice. ISBN #978971-94484-
19 Hanjazzpublishing. Manila, Phils. Pp. 252.
February 3, 201615