Frontiers in Medicine· 2025Q1
Integrating Kolb’s experiential learning theory into nursing education: a four-stage intervention with case analysis, mind maps, reflective journals, and peer simulations for advanced health assessment
- 35citations
- Q1SCImago
- 2025year
Short summary
A four-stage intervention integrating case analysis, reflective journals, mind maps, and peer simulations significantly improved advanced nursing students' final scores (96.54 vs. 93.07), self-directed learning (69.09 vs. 55.63), and critical thinking (288.05 vs. 260.13) compared to a control group.
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Key points
- Experimental group scored significantly higher on final assessments (96.54 ± 1.43 vs. 93.07 ± 1.62).
- Self-directed learning abilities improved significantly in the experimental group (69.09 ± 7.56 vs. 55.63 ± 7.68).
- Critical thinking skills were enhanced in the experimental group (288.05 ± 12.41 vs. 260.13 ± 12.02).
- Teaching satisfaction was markedly higher in the experimental group across all dimensions.
AI-generated from the title and abstract; the full text is not read.
Abstract
Purpose This study evaluates the effectiveness of integrating case-based mind maps and reflective journals within Kolb’s experiential learning framework in advanced nursing education. Methods An ex post facto design compared 2023 (control group, n = 46) and 2024 (experimental group, n = 57) cohorts of nursing master’s students. The experimental group received a Kolb-based intervention comprising: case analysis (concrete experience), reflective journals (reflective observation), mind maps (abstract conceptualization), and peer-led simulations (active experimentation). Outcomes were assessed using the Self-Directed Learning Instrument for Nursing Students (SDLINS), Critical Thinking Disposition Inventory (CTDI-CV), and a teaching satisfaction questionnaire. Results The experimental group demonstrated significantly higher final assessment scores (96.54 ± 1.43 vs. 93.07 ± 1.62, p < 0.001), superior self-directed learning abilities (69.09 ± 7.56 vs. 55.63 ± 7.68, p < 0.001), and enhanced critical thinking skills (288.05 ± 12.41 vs. 260.13 ± 12.02, p < 0.001). All subdomains of these measures showed significant improvements ( p < 0.05). Teaching satisfaction was markedly higher in the experimental group across all dimensions ( p < 0.001), with particular strengths noted in teaching attitude (18.09 ± 2.68 vs. 11.35 ± 2.09) and classroom teaching (23.02 ± 3.59 vs. 17.83 ± 2.70). Conclusion The systematic implementation of Kolb’s experiential learning cycle through case-based mind mapping and reflective journaling can facilitate the development of master’s nursing students’ competency in clinical advanced health assessment. This pedagogical approach effectively connects theoretical knowledge and clinical practice while fostering students’ critical thinking and self-directed learning skills.
The authors' abstract, as published at the source. Frontiers in Medicine, 2025 · DOI ↗
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Research and TheoryNursing