Experiential learning and its facilitation
John Fowler *
DeMontfort University, School of Nursing and Midwifery, Charles Frears Campus, 266 London Road,
Leicester LE2 1RQ, United Kingdom
Accepted 31 July 2007
KEYWORDS
Nurse education;
Experiential learning;
Facilitation;
Coaching
Summary An analysis of the concept of experiential learning indicates that it is
the product of reflection upon experience, with the nature of the reflection and
the quality of the experience, being significant to the overall learning. The outcomes
of experiential learning appear to be diverse; ranging from the acquisition
of a new skill or personal development through to social consciousness raising.
A framework for experiential learning is produced which identifies factors that facilitate
learning and those which act as barriers. The relationship between the facilitation
of learning and coaching is identified.
c 2007 Elsevier Ltd. All rights reserved.
Introduction
By the early 1980s the concept of ‘experiential
learning’ became an acknowledged term within
education (Warner Weil and McGill, 1989a; Hobbs,
1987). Mezirow (1981, 1998) and Freire (1972)
stressed that at the heart of all learning lies the
way we process experience, in particular, our critical
reflection of experience. Kolb (1984) introduced
what has now become a well established
‘experiential learning cycle’. Experiential learning
initially acknowledged the non-institutional aspect
of learning and offered a more pragmatic approach
to learning. In subsequent years a plethora of literature
appeared under the heading of experiential
learning but there is little underpinning structure
to the components of experiential learning.
What is experiential learning?–a conceptual
analysis
Dewey (1938), who was probably one of the most significant
and influential educators of his time,
founded an educational movement based, at least
in part, on the concept of, ‘experience plus reflection
equals learning’. This was the foundation of
what came to be termed ‘progressive education’,
in that it challenged the traditional teacher centred
system of the time. Despite the somewhat mixed
reception and criticism that progressive education
received over the years, the concept of experience
plus reflection equalling learning, has become well
established in educational literature (Jarvis, 2004).
0260-6917/$ - see front matter c 2007 Elsevier Ltd. All rights reserved.
doi:10.1016/j.nedt.2007.07.007
* Tel.: +44 0 116 201 3899.
E-mail address: jcfowler@dmu.ac.uk
Nurse Education Today (2008) 28, 427–433
intl.elsevierhealth.com/journals/nedt
Nurse
Education
Today
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
It is here that the origins of experiential learning can
be seen, with Dewey’s recognition of the importance
of experience and reflection in learning.
In relation to nurse education Burnard (1991) a
lecturer and prolific author on teaching about relationships
within nursing, summarised experiential
learning as: ‘learning by doing, which involves
reflection and is an active rather than a passive
learning process’. Whilst useful, this view does appear
to limit experiential learning to the immediate
context of the learner. Other usages of
experiential learning appear to have a far wider socio
political perspective to them (Criticos, 1989).
McGill and Warner Weis (1989) attempted to provide
a definition that incorporated a wide range
of interpretations:
‘‘The process whereby people engage in direct
encounter, then purposefully reflect upon, validate,
transform, give personal meaning to and
seek to integrate their different ways of knowing.
Experiential learning therefore enables the discovery
of possibilities that may not be evident
from direct experience alone’’ McGill and Warner
Weis (1989, p. 248))
Whilst this is useful, in that a single definition
focuses thought, ideas and allows comparisons to
be made, any such definition of what has become
an umbrella term immediately limits some of the
variety of applications of experiential learning
that exist (Moon, 2004). There is in addition an
international perspective; European usage tends
to focus on group based human relation type
activities, whilst Americans tend to use it to describe
work and field based placements outside
educational institutions, whereas in Australia both
perspectives seem to be acknowledged (Boud,
1989).
In an attempt to incorporate the variety of experiential
learning practices that were being presented
to the ‘First International Conference on
Experiential Learning’ Warner Weil and McGill
(1989b) produced a typology as a means of ordering
papers presented to the conference. The conference
acknowledged that experiential learning referred
to a spectrum of meanings, practices and
ideologies that involved not only teachers but policy
makers, change agents and ‘ordinary’ people all
over the world. They subsequently identified four
clusters of interrelated ideas and termed them
‘villages’.
 Village one was concerned with validating prior
experiential learning as a means of creating
new routes into higher education, employment
and professional bodies.
 Village two focused on the role that experiential
learning might have in post-secondary education.
 Village three acknowledged the way that experiential
learning could be used in community
action and raising group consciousness.
 Village four was concerned with the effect of
experiential learning on the individual in
terms of self-awareness and personal development(Warner
Weil and McGill, 1989b).
In a similar way and in an attempt to develop a conceptual
understanding of experiential learning,
Cohen Boud and Walker (2000) developed five
propositions concerning experiential learning. They
identified that experience is the foundation of and
stimulus for learning, learners actively learn, in a
holistic way, which is socially and culturally
constructed and influenced by the socio- emotional
context in which it occurs. The outcome of learning,
subsequent to the ideas contained within these
propositions and within the four villages, is that
experiential learning has the potential to result
in: self growth, ranging from the individual to
communities, and aspects of professional, life
and academic education. Thus, the application
and subsequent implications of experiential learning
appear far more widespread and profound than
might be conjured by the relatively simple
Deweyian concept of ‘experience plus reflection
equals learning’ (Dewey, 1938). In particular, how
can experiential learning proponents claim its
effects on social action and raising community
consciousness?
From a Freirian (Freire, 1972) and Illichian
(Illich, 1971) perspective the focus that experiential
learning puts on an individual’s experience
rather than the learning institution’s (and hence
the government or state) is highly significant. For
when the locus of control of what is learnt lies with
the individual, then the potential for the challenge
of social norms becomes a reality, a ‘bottom up’
rather than a ‘top down’ change agent. These are
considerable claims not only for ‘learning’ in its
everyday sense, but for social action as a result
of experiential learning. This is a potential Freirian/Illichian
outcome of experiential learning as
proposed by the categorisation within ‘village
three’, of raising group consciousness and community
action. Is the combination of experience and
reflection really that powerful? Dewey discusses
the nature of the experience stressing that it not
just any experience that has the potential for
learning; it is in Dewey’s terms the ‘quality’ of
the experience that provides a measure of its educational
significance. Quality is described by Dewey
as a union of the ‘continuity’, which he describes
428 J. Fowler
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
as the bringing together of the before and after of
the experience on events and the ‘interaction’ of
the internal and external factors of the experience.
Thus, experience is not just a simple matter of
exposure to an event; there is an element of the
experience needing to become internalised and
positioned in relation to existing knowledge and
experiences.
Reflection is the other factor in Dewey’s equation
of ‘experience plus reflection equals learning’.
Whilst Dewey (1938) acknowledged the significance
of reflection the focus within his writings was on
the experience and how to harness its potential,
reflection appeared to Dewey to be a more natural
process that occurs in periods of quietness whilst
focussing on the activity.
‘‘There should be brief intervals of quiet reflection
provided for even the young. But they are periods
of genuine reflection only when they follow times
of more overt action and are used to organise what
has been gained in the periods of activity’’ (Dewey,
1938, p. 63).
Kolb (1984) believes that learning comes about by
the ‘grasping’ of experience, what he terms, ‘prehension’
and the subsequent ‘transformation’ of
that experience. Initially, this is by ‘reflective
observation’, to make sense of and organise the
experience and subsequently via ‘active experimentation’.
Kolb proposes that the two dimensions
of ‘prehension’ and ‘transformation’ each contain
dialectically opposed adaptive orientations and it
is the resolution of the conflict between these orientations
that results in learning. The grasping or
‘prehension’ dimension is at one extreme that of
a concrete experience and at the other, an abstract
comprehension. Thus reflection, for Kolb,
is far from the passive ‘quietness’ suggested by
Dewy. It is an active transformational process seeking
to resolve internal conflict between the two
intersecting continuums. Kolb represents these
ideas pictorially by the use of his learning cycle
and much of the reworking and application of
Kolb’s idea focuses on the cyclical nature of the
interactions and often misses the internal dynamic
forces relating to the dialectically opposed adaptive
orientations. In the 1980s and 90’s, there appeared
a considerable volume of literature on the
subject of reflection as a subject in its own right
(SchO¨n, 1983; Mezirow, 1998; Moon, 1999). However,
with the exception of Moon (2004) little connection
was made to the earlier work of reflection
within the context of experiential learning (Moon,
2004, 81.).
Both Dewey and Kolb would appear to agree that
experiential learning is the product of reflection
upon experience, with the nature of the reflection
and the quality of the experience, being significant
to the overall learning.
Another dimension is added by Steinaker and
Bell (1979), particularly to the experience factor
in the equation. Steinaker and Bell developed
the idea of a taxonomy of experiential learning
in which the learner becomes increasingly immersed
in the learning experience; moving from
exposure, through participation, identification,
internalisation and finally dissemination. Whereas
other authors depict experience as a single all or
nothing event, Steinaker and Bell envisage a taxonomy
or ongoing and deepening involvement
with the experience. They see their work complementing
the cognitive (Bloom et al., 1964), affective
(Krathwohol et al., 1968) and psychomotor
(Harrow, 1972; Simpson, 1966) taxonomies, acting
as a ‘gestalt’, bringing together and synthesising
the various categories, arguing that experiential
learning is about the total experience. Steinaker
and Bell add two important factors to the meaning
of experiential learning. Firstly, is the gestalt or
holistic perspective of learning, the bringing together
of knowledge, skills and attitudes with
the concept of holistic teaching. Secondly, is the
idea that an experience happens at different and
progressive levels. Whereas Dewey and Kolb in
particular acknowledge the cyclical and ongoing
nature of the experience and the fact that what
is learnt is fed back into the experience, which
is again reflected upon; they do not seem to
acknowledge the taxonomy perspective of different
levels of deepening experience as do Steinaker
and Bell.
Reflection, for Steinaker and Bell (1979) has a
particular significance at the identification stage,
rather than a continuous process. This is an interesting
perspective which adds a quantitative
dimension to the nature and act of reflection.
A number of authors in the 1990s began to distinguish
between levels of depth in reflection (Hatton
and Smith, 1995; Moon, 2004). However, they
seemed to make the assumption that ‘no reflection’
is associated with ‘surface learning’ whilst
‘critical reflection’ is associated with ‘deep learning’.
They do not seem to acknowledge that the
stage or level of reflection may be associated with
the level of exposure to the experience; in essence,
that there may be an inappropriate time
for reflection and an appropriate time. If the two
taxonomies, reflection and experience are combined,
then there exists a potential strategy or
framework for experiential learning (see Fig. 1).
For Steinaker and Bell (1979) it is at the identification
stage that the learner begins to reflect and
Experiential learning and its facilitation 429
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
internalise what they are learning and it begins to
become part of their own values, rather than an
external skill or aspect of knowledge that they
are mimicking. The authors own research would
support this idea of reflection not being a continuous
process and in particular that some learners appeared
reluctant to enter into a learning
relationship which required reflection (Fowler and
Chevannes, 1998).
What then constitutes experiential learning?
The outcomes of experiential learning appear to
be diverse; ranging from the acquisition of a
new skill or personal development through to social
consciousness raising. However, at the heart
of experiential learning lies the Deweyian concept,
that it is the combination of experience
plus reflection that results in learning. Subsequent
authors have indicated that the quality
and nature of both the experience and the reflection
will have significant implications for the
learning. Despite there being 20 years since the
publication of Kolb’s classical work, there appears
to have been little innovative development
in the theory or application of experiential learning.
The more significant developments have
been in the recognition of the importance of corporate
bodies becoming ‘learning organisations’
not just at an individual level (Argyris and Scho¨n,
1978, 1996; Pedler et al., 1997). A number of recently
published educational textbooks (both
nursing education and general education) contain
details of experiential learning approaches based
upon Kolb’s original work of the 1980’s (Quinn,
2000; Nicklin and Kenworthy, 2003; Illeris, 2002;
Jarvis, 2004). There is thus a considerable body
of knowledge and experience, which acknowledge
the significant learning that occurs as a result of
reflection upon experience but little in the way
underpinning structure as to how that occurs or
how as a teacher can facilitate that learning.
A framework for experiential learning
It is surmised that experiential learning is a philosophy
of learning which encompasses the traditional
learning theories but emphasises that the source of
the learning material can be from experience, as
opposed to the more traditional view of classrooms
and lectures. In terms of a learning theory, it is not
a reductionalist theory as none of the literature attempts
to identify what specific bit of the experience
it is that stimulates learning, nor of how the
brain processes it. It is however a learning theory
which is holistic in nature - which the author would
define as (Fowler, 2006b),
‘Experiential learning is the learning which results
from the coming together of experience, of a certain
quality, with meaningful reflection’.
A simple representation of this is shown in Fig. 1.
If the notion of the ‘quality’ of experience and
‘meaningful’ reflection, as identified within the definition,
are added to the diagram using criteria previously
developed by the author: that of : degree of
involvement of the student with the experience, the
subject relevance of the experience, whether the
experience is task or patient centred and the tools
used to aid reflection, the students activity and the
planned or ‘ad hoc’ nature of the reflection (Fowler,
2003; Fowler, 2006a,b), then the diagram becomes
more complex, as follows, see Fig. 2.
Experiential learning is dependent upon both
experience and reflection. If the experience is of
limited quality and the reflection is also limited
then the experiential learning is also limited (represented
as smaller circles) see Fig. 3:
If the person’s experience is of ‘good quality’,
but the reflection is limited, then the learning will
also be limited, see Fig. 4:
Likewise, if the person reflects in a meaningful
way, but the experience is limited, then an equally
limited experiential learning will be achieved, see
Fig. 5:
Experience
Dependent upon
o Degree of
involvement of
student
o Subject relevance
of the experience
o Task or patient
centred experience
Reflection
Dependent upon
o Tools to aid reflection
o Students activity /
behaviour
o Planned or ad hoc
reflection
Learning
Figure 2 Experiential learning.
Experience Reflection
Learning
Figure 1 Experiential learning.
430 J. Fowler
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
It is not just the presence of experience and
reflection, but the meaningful interaction or overlap
of the two. Factors that facilitate the interaction
will enhance learning. This is typified by the
teaching style associated with experiential learning,
that of ‘facilitating’ learning (Burnard, 1996;
Jarvis, 2004.101). However, interaction is not only
facilitated by a ‘teacher’ other ‘factors’ that facilitate
the interaction of experience and reflection
could be generated either by the student or by a
3rd person. Thus facilitation may be prompted by:
 deliberate external intervention of the teacher
 deliberate action of the student
 random involvement of a third party.
Factors that facilitate experiential
learning:
 The deliberate external intervention of a ‘teacher’
with the specific intention of providing an
experience be it real or vicarious, and then
prompting reflective questions, thoughts and
action. Thus, the teacher is the external motivator
or energy source encouraging the interaction
of the students experience and reflection.
 The deliberate action of the student to combine
experience and reflection, which is internally
driven by the student’s own inner motivation.
 The random involvement of a third party or
action which causes the experience and reflection
to interact. In the practice of nursing this
may be a patient asking the nurse a question
about a procedure that the nurse is doing to
them, which may cause the nurse to think and
reflect on any number of levels. Alternatively,
the nurse may be asked to produce a report on
some aspect of the working environment (for
example, bed occupancy or dependency analysis)
and this again causes the nurse to reflect
on practice in a different and deeper way than
‘ordinary’ practice demanded.
A prediction that can be made from this model concerns
not only what promotes the interaction of experience
and reflection, but what may prevent the
interaction e.g. ‘barriers’ to interaction. It is hypothesised
that barriers may prevent the interaction of
experience and reflection, keeping them separated,
thus reducing the experiential learning, see Fig. 6:
Factors which prevent or are barriers to learning
can be seen as those which prevent the experience
and reflection interacting. Thus, the experience
may be happening, and the person has the ability
and prompts for reflection to occur, but the two
are not brought together.
Barriers to experiential learning
 Competing priorities in the mind of the nurse. In
the clinical area, a nurse may have arranged a
clinical supervision session with her supervisor,
but time constraints, busyness of the ward or
complexity of her clinical workload may drain
the energy that would otherwise be used to bring
reflection and experience together.
Experience Reflection
Learning
Figure 3 Limited experiential learning.
Experience ReflectionLearning
Figure 5 Limited experience in experiential learning.
Experience Reflection
Learning
Figure 4 Limited reflection in experiential learning.
Experiential learning and its facilitation 431
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
 Internal energy is drained possibly due to personal
or social problems. The interaction of
experience and reflection requires internal, personal
energy. Unlike rote learning and simple
absorption of knowledge, experiential learning
requires ‘the holistic involvement of the student’
(Boud and Pascoe, 1978) and this requires personal
energy. For some people, at some points
in their lives, all of their personal energy is
required to function at a survival level. There
are obvious overlaps here with Maslow’s hierarchy
of needs and self actualisation (Maslow, 1954;
Maslow, 1968). Thus, anything which drains this
internal energy will act as a barrier to the person
bringing together experience and reflection.
 Active resistance on the part of the person to
bring together the experience and the reflection.
Many subjects within the nursing curriculum
are not emotionally neutral. Examples of
these are: reactions to death, dying and pain,
the needs of different cultures, racism, spiritual
beliefs etc. If a person has strong ‘fundamentalist’
beliefs or preconceptions on a subject, then
they may be unwilling to reflect upon an experience
that may be outside their belief structure.
This is a complex psychological argument which
is not the subject of this paper, but is worthy
of further study.
Coaching and experiential learning
It is hypothesised that the breaking down of any
of these barriers would enable experience and
reflection to interact and thus enhance learning.
The author would propose that this is a far more
interventionist form of ‘teaching’ than the facilitation
mode of encouraging the coming together
of reflection and experience. It is proposed that
this barrier breaking or interventionist mode is
that which forms the ‘teaching’ principles used
by coaches. A coach seeks to refocus the person’s
priorities, remotivate when necessary, and break
down any resistance to learning (Thomas, 1995).
This is an interesting prediction arising from the
experiential learning framework developed in this
paper, as it provides a theoretical basis for a relationship
between the facilitation of learning and
coaching.
Summary of the framework
The framework above proposes that if experience
of a certain quality is reflected upon in a meaningful
way, then learning is enhanced. The quality of
the experience is dependent upon the degree of
involvement of the student, the relevance of the
subject matter and whether the subject is task or
patient based. The meaningfulness of the reflection
is dependent upon the tools used to aid reflection,
the ad hoc or planned nature of the activity
and the behaviour of the learner in the reflective
process. The interaction of the experience with
reflection is dependent upon forces that will
encourage interaction such as external intervention
of a teacher, internal motivation of the learner
or a random act from a third party. Barriers to the
interaction of the experience and reflection may be
competing priorities in the mind of the learner,
lack of internal energy or active resistance.
Nursing is a practice based profession. All pre
registration nursing courses and the majority of
professionally validated post registration programmes,
require the student to spend half of
the course in practice (NMC, 2004). Once qualified
the majority of nurses work as practising clinicians.
Experiential learning is an experience based learning
theory and as such fits congruently with the philosophy
and structure of nurse education.
‘‘We always live at the time we live and not at
some other time, and only by extracting at each
present time the full meaning of each present
experience are we prepared for doing the same
thing in the future’’ Dewey (1938, p. 49)
References
Argyris, C., Scho¨n, D., 1978. Organisational learning: a theory of
action perspective. Addison Wesley, Reading/Mass.
Argyris, C., Scho¨n, D., 1996. Organisational learning: theory,
method & practice. Addison Wesley, Reading/Mass.
Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D.,
1964. A Handbook of Educational Objectives. The Cognitive
Domain. David McKay, New York.
Boud, D., 1989. Some Competing Traditions in Experiential
Learning. In: Warner Weil, S., McGill, I. (Eds.), Making Sense
of Experiential Learning. The Society for Research into
Higher Education and Open University Press, Milton Keynes.
Experience
Factors which enhance learning Factors which enhance learning
Factors which
prevent or are
barriers to learning Reflection
Figure 6 Factors influencing experiential learning.
432 J. Fowler
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.
Cohen Boud, D., Walker, D.R., 2000. Understanding learning
from experience. In: Boud, D., Cohen, R., Walker, D. (Eds.),
Using Experience for Learning. SRHE/Open University Press,
Milton Keynes.
Boud, D., Pascoe, J., 1978. Experience-Based Learning: Developments
in Australian Post-Secondary Education. Australian
Consortium on Experiential Education, Sydney.
Burnard, P., 1991. Experiential Learning in Action Avebury,
Ashgate.
Burnard, P., 1996. Acquiring Interpersonal Skills: A Handbook of
Experiential Learning for Health Professionals. Chapman and
Hall/Stanley Thorne Cheltenham.
Criticos, C., 1989. Media, praxis and empowerment. In: Warner
Weil, S., McGill, I. (Eds.), Making Sense of Experiential
Learning. The Society for Research into Higher Education and
Open University Press, Milton Keynes.
Dewey, J., 1938. Experience and Education Kappa Delta PI
Lecture Series. Collier-Macmillan Books 1963, London.
Fowler, J., 2003. Supporting Staff in Giving High Quality Care –
In Nursing Practice and Health Care. Hinchliff, Norman and
Schober, Arnold Press, London.
Fowler, J., 2006a. Nurse consultations – Implementing the
learning plan. In The Good Consultation Guide Ed Hastings
and Redsell, Radcliff London.
Fowler, J., 2006b. The Use of Experiential Learning within Nurse
Education. Unpublished Ph.D Thesis De Montfort University,
Leicester, UK.
Fowler, J., Chevannes, M., 1998. Evaluating the efficacy of
reflective practice within the context of clinical supervision.
Journal of Advanced Nursing 27, 379–382.
Freire, P., 1972. Pedagogy of the Oppressed. Harmondsworth
Penguin, London.
Harrow, A., 1972. Taxonomy of Psychomotor Domain: A Guide for
Developing Behavioural Objectives. David McKay, New York.
Hatton, N., Smith, D., 1995. Reflection in teacher education –
towards definition and implementation. Teacher and Teacher
Education 11 (1), 33–49.
Hobbs, T., 1987. Running Workshops. Croom Helm, London.
Illich, I., 1971. Deschooling Society. Calser and Buyars, London.
Illeris, K., 2002. The Three Dimensions of Learning. Roskilde
University Press Denmark/English translation Niace Pub.,
Leicester, England.
Jarvis, P., 2004. Adult Education and Lifelong Learning, third ed.
Routledge Falmer, London.
Kolb, D., 1984. Experiential Learning – Experience as the Source
of Learning and Development. Prentice-Hall, New Jersey.
Krathwohol, D., Bloom, B., Masia, B., 1968. A Handbook of
Educational Objectives – The Affective Domain. David
McKay, New York.
Maslow, A., 1954. Motivation and Personality. Harper and Row,
New York.
Maslow, A., 1968. Towards a Psychology of Being, second ed. D.
Van Nostrand Company, New York.
McGill, I., Warner Weis, S., 1989. Continuing the dialogue: new
possibilities for experiential learning. In: Warner Weil, S.,
McGill, I. (Eds.), Making Sense of Experiential Learning. The
Society for Research into Higher Education and Open
University Press, Milton Keynes.
Mezirow, J., 1981. A critical theory of adult learning and
education. Adult Education 32 (1), 3–24.
Mezirow, J., 1998. On critical reflection. Adult Education
Quarterly 48 (3), 185–199.
Moon, J., 1999. Reflection in Learning and Professional Development.
Kogan Page, London.
Moon, J., 2004. A Handbook of Reflective and Experiential
Learning–Theory and Practice. Routledge Falmer, London.
Nicklin, P., Kenworthy, N., 2003. Teaching and Assessing in
Nursing Practice: An experiential approach. Bailliere Tindall,
London.
NMC, 2004. Standards for Proficiency for Pre Registration
Nursing Education. Nursing and Midwifery Council London.
Pedler, M., Burgoyne, J., Boydell, T., 1997. The Learning
Company. MacGraw Hill, London.
Quinn, F., 2000. Principles and Practices of Nurse Education,
fourth ed. Nelson Thornes Ltd, Cheltenham, UK.
SchO¨n, D., 1983. The Reflective Practitioner. Jossey-Bass, San
Francisco.
Simpson, E., 1966. The Classification of Educational objectives,
psychomotor domain Champaingn-Urbana. University of Illinois
Press, Illinois.
Steinaker, N., Bell, R., 1979. The Experiential Taxonomy.
Academic Press, New York.
Thomas, A., 1995. Coaching for Staff Development. British
Psychological Society, Leicester.
Warner Weil, S., McGill, I., 1989a. Making Sense of Experiential
Learning Society for Research into Higher Education. Open
University Press, Milton Keynes.
Warner Weil, S., McGill, I., 1989b. A Framework for making
sense of experiential learning. In: WarnerWeil, S., McGill, I.
(Eds.), Making Sense of Experiential Learning. The society
for research into higher education and Open University
Press.
Available online at www.sciencedirect.com
Experiential learning and its facilitation 433
Fowler, J. Experiential learning and its facilitation. In Nurse Education Today , Volume 28, Issue 4, May 2008, Pages 427-433.
Tento materiál je určen pouze pro studijní účely.