NR 536 Design of an Experiential Learning Activity

Student Name

Chamberlain University

NR-536: Advanced Health Assessment, Pathophysiology & Pharmacology for Advanced Nursing Practice

Prof. Name

Date

Design of an Experiential Learning Activity

Overview

The role of a nurse educator extends far beyond classroom teaching. It encompasses designing interactive, hands-on learning opportunities that enhance students’ critical thinking, clinical judgment, and reflective practice. Effective learning occurs when students are actively engaged in realistic situations where they can integrate theory with clinical application. Experiential learning, therefore, bridges the gap between knowledge and practice, enabling learners to develop professional confidence and competence.

The selected experiential learning activity involves an evolving case study conducted during a post-conference session. This approach allows students to engage deeply in collaborative problem-solving while reflecting on communication, ethics, and professional conduct. The target participants are baccalaureate nursing students in their final semester, transitioning into clinical practice. Students will form groups of three to four, where each team analyzes the case, assumes specific professional roles, and provides evidence-based responses to the evolving scenario.

Part One: Learning Objectives of the Case Study

Learning objectives are vital in guiding both the educator and students toward meaningful learning outcomes. They provide a structured framework that directs instructional strategies and helps students focus on key areas of professional development. The objectives for this case study are specifically aligned with the principles of active engagement, ethical reflection, and professional growth.

Learning Objectives Table

Objective No.	Learning Objective	Explanation
1	Describe how communication affects the work environment and patient outcomes.	Encourages students to explore how effective and ineffective communication influences teamwork, morale, and patient safety.
2	Provide reasons and rationale for the nurse offering patients alternative options.	Reinforces the principles of patient-centered care and evidence-based decision-making in clinical practice.
3	Describe how you use active listening skills to facilitate communication.	Promotes understanding of active listening as a core professional skill that builds trust and prevents misunderstandings.
4	Explain the benefits of holistic care to the patient.	Highlights the comprehensive approach to patient care that considers emotional, physical, and psychosocial needs.
5	Describe the ethical problems in this scenario.	Trains students to identify moral dilemmas and use ethical reasoning based on professional standards and codes of conduct.

Through this activity, students engage in role-playing, collaborative analysis, and guided reflection, allowing them to synthesize theory with practice. Such interactive methods foster deeper understanding and prepare learners to address similar ethical and communication challenges in future nursing roles.

Part Two: Case Study Scenario

The evolving case study unfolds in a post-conference session, focusing on an interpersonal conflict within a healthcare unit. Students receive transcripts and background information about a professional interaction between a Registered Nurse (RN), a Healthcare Provider (HCP), and a Nurse Manager (NM). Each group assumes one role to analyze the case and propose solutions grounded in professionalism and ethical standards.

Characters and Background

Character	Role	Background
Healthcare Provider (HCP)	MD, Female, 50 years old	A seasoned provider concerned about maintaining professional boundaries and authority in clinical decision-making.
Registered Nurse (RN)	Male, 35 years old	Charge nurse, conflict-avoidant, and supportive of holistic approaches to patient wellness.
Nurse Manager (NM)	Female, 45 years old	Holds a master’s degree in leadership, advocates for ethical communication and a civil work environment.

Scenario Overview

At 0800 hours, the nurse manager receives an email from the RN requesting a private discussion regarding a conflict from the previous evening. During their conversation, the HCP enters and confronts the RN for allegedly providing medical advice to her patient. The RN clarifies that he only discussed holistic care strategies such as nutrition, relaxation, and self-care, and advised the patient to consult the physician for medical treatment. The HCP interprets this as overstepping professional boundaries, leading to tension between the two. The NM calmly mediates, emphasizing professionalism, mutual respect, and constructive communication.

Students will analyze the event, focusing on civility, ethical reasoning, and conflict resolution. Each group, representing one character, will propose how the situation could have been handled more effectively or prevented altogether through better communication and teamwork.

Part Three: Debriefing and Reflection

Debriefing is the most critical phase of experiential learning, as it enables students to reflect, evaluate, and connect theory to real-world practice. Reflection transforms experience into knowledge by allowing learners to explore multiple perspectives, consider ethical implications, and refine their professional judgment.

During the debriefing phase, student groups will discuss:

How the interaction could have been conducted more appropriately.
Which communication or ethical challenges emerged.
Strategies to promote civility and prevent escalation.
The reasoning behind their proposed interventions.

Socratic Questions

To encourage deeper critical thinking, the nurse educator will use Socratic questioning to guide reflection:

1. Can you explain one of the communication barriers you identified from the scenario?
Students may recognize barriers such as interruptions, hierarchical tension, or emotional tone during interactions.

2. How would you foster civility in further interactions with the provider following this?
Students may suggest implementing structured communication tools like SBAR (Situation, Background, Assessment, Recommendation), seeking mediation, or promoting respectful dialogue.

3. What is an example of how the nurse acted ethically, and did he act unethically?
Students will analyze whether the RN’s holistic suggestions aligned with patient advocacy principles while maintaining respect for professional boundaries.

This guided reflection fosters critical analysis, helping learners evaluate not just what happened, but why it happened, and how similar situations can be managed with professionalism in the future.

Importance of Civility and Ethics in Nursing Practice

Civility and ethics form the foundation of professional nursing practice. A culture of respect ensures patient safety, promotes collaboration, and strengthens team dynamics. Incivility, on the other hand, contributes to workplace stress, burnout, and communication breakdown, which ultimately affect patient outcomes (Clark, 2015). Ethical awareness guides nurses to make sound judgments based on moral principles, patient rights, and professional accountability.

By engaging in role-play and guided debriefing, students cultivate essential skills in communication, emotional regulation, and ethical reasoning. They learn to recognize early signs of conflict and implement de-escalation strategies to maintain harmony within healthcare teams. These competencies are essential for professional nursing practice, where emotional intelligence and ethical conduct are as vital as clinical expertise.

Conclusion

Excellence in nursing practice extends beyond technical proficiency—it requires empathy, ethical reasoning, communication skills, and professional integrity. Miscommunication between healthcare providers often leads to tension, errors, and compromised care (Foronda, MacWilliams, & McArthur, 2016). Experiential learning activities such as evolving case studies provide a safe, structured environment for students to practice these vital skills.

Through structured reflection and Socratic dialogue, learners develop resilience, self-awareness, and confidence in handling real-world professional dilemmas. Ultimately, these experiences prepare nursing graduates to foster collaborative practice, enhance patient safety, and uphold ethical excellence in the dynamic healthcare environment.

References

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23.

NR 536 Design of an Experiential Learning Activity

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse Education in Practice, 19, 36–40. https://doi.org/10.1016/j.nepr.2016.04.005