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
The role of a nurse educator extends beyond delivering lectures—it involves creating interactive experiences that encourage critical thinking and reflective learning. Students learn most effectively when they actively engage with real-world scenarios that require them to apply prior knowledge, clinical skills, and reasoning to reach meaningful conclusions. For this reason, experiential learning activities should remain relevant even after the classroom session ends, giving students opportunities to revisit what was learned and assess how it can be applied to professional practice.
The selected activity is an evolving case study that will be conducted during a post-conference session. The target learners are baccalaureate nursing students in their final semester, preparing to transition into professional roles. Students will work in groups of three to four, each receiving details of the case study to analyze collaboratively.
Part One: Learning Objectives of the Case Study
Learning objectives help both educators and students by outlining expected outcomes. They provide direction for the educator’s teaching strategy and clarity for students about where to focus their efforts. The objectives of this evolving case study are designed to stimulate active learning, critical reflection, and professional growth.
Learning Objectives
| Objective No. | Learning Objective | Explanation |
|---|---|---|
| 1 | Describe how communication affects the work environment and patient outcomes | Encourages students to reflect on how positive and negative communication directly influence teamwork and patient safety. |
| 2 | Provide reasons and rationale for the nurse offering patients alternative options | Reinforces the importance of patient-centered care and evidence-based reasoning in practice. |
| 3 | Describe how you use active listening skills to facilitate communication | Guides students to recognize listening as a professional skill essential for building trust and preventing miscommunication. |
| 4 | Explain the benefits of holistic care to the patient | Helps students understand the broader impact of addressing physical, emotional, and social needs of patients. |
| 5 | Describe the ethical problems in this scenario | Trains students to identify ethical dilemmas and practice decision-making grounded in professional codes. |
Through this activity, students will role-play, read case details, and visualize themselves in real clinical situations. This immersive approach strengthens their ability to integrate past and current knowledge, preparing them for similar challenges in clinical practice.
Part Two: Case Study Scenario
The evolving case study takes place during a post-conference session. Students will receive transcripts of a professional interaction that occurred in a nursing unit. The activity includes role-play, where groups of students will represent the perspectives of the Registered Nurse (RN), the Healthcare Provider (HCP), and the Nurse Manager (NM).
Characters
| Character | Role | Background |
|---|---|---|
| Healthcare Provider (HCP) | MD, Female, 50 years old | Experienced provider, concerned about professional boundaries and treatment authority. |
| Registered Nurse (RN) | Male, 35 years old | Charge nurse, conflict-avoidant, supportive of holistic approaches. |
| Nurse Manager (NM) | Female, 45 years old | Leader for 5 years, master’s degree in leadership, advocates for civility and ethical conduct. |
Scenario Overview
At 0800 the following morning, the nurse manager reads an email from the RN, who requested a private discussion about a conflict from the previous night. During their conversation, the HCP enters and confronts the RN for allegedly offering medical advice to her patient. The RN clarifies that he only discussed holistic methods (nutrition, relaxation, self-care) and emphasized the importance of consulting the physician for treatment decisions. The situation escalates as the HCP accuses the RN of overstepping professional boundaries, but the NM intervenes calmly, emphasizing professionalism and conflict resolution.
Students will analyze the situation, focusing on civility, ethics, and conflict management. Each group will represent one role (HCP, RN, NM) and suggest how the situation could have been better managed or avoided.
Part Three: Debriefing and Reflection
Debriefing is a critical stage of experiential learning because it allows students to connect the activity to prior knowledge, real-life experiences, and professional expectations. By reflecting on different perspectives, students gain a more comprehensive understanding of how communication, ethics, and professionalism shape clinical practice.
During debriefing, groups will share:
- How the interaction should have occurred
- What communication or ethical issues arose
- Strategies to promote civility and prevent escalation
- Their reasoning behind the chosen solutions
Socratic Questions
To deepen reflection, the nurse educator will guide discussion with Socratic questioning:
- Can you explain one of the communication barriers you identified from the scenario?
- Students may identify barriers such as interruptions, raised voices, or professional hierarchy.
- How would you foster civility in further interactions with the provider following this?
- Students could propose strategies like respectful dialogue, conflict mediation, or structured communication tools such as SBAR.
- What is an example of how the nurse acted ethically, and did he act unethically?
- Students can debate whether the RN’s actions promoted patient well-being holistically while still respecting professional boundaries.
Importance of Civility and Ethics in Nursing Practice
Civility is fundamental in healthcare because teamwork and patient safety depend on respectful and effective communication among professionals. Disrespect and incivility can lead to poor collaboration, increased stress, and negative outcomes for patients. Similarly, understanding ethical principles ensures that nurses uphold patient rights, maintain trust, and avoid professional misconduct.
Through role-play and guided debriefing, nursing students learn how to navigate real-world challenges where emotions, ethics, and communication overlap. They also develop skills in conflict resolution, collaboration, and holistic patient care—competencies essential for future clinical practice.
Conclusion
Effective nursing practice requires more than technical knowledge; it demands strong communication, teamwork, ethical reasoning, and professionalism. Miscommunication between nurses and physicians is a frequent barrier in healthcare, often influenced by workplace culture, egos, or organizational structure (Foronda, MacWilliams, & McArthur, 2016). Activities such as evolving case studies and Socratic debriefings provide nursing students with opportunities to apply critical thinking, resolve conflicts, and practice civility in a safe learning environment. These experiences equip students with the resilience and skills necessary to handle similar conflicts in professional practice, ultimately enhancing patient care and fostering collaborative healthcare teams.
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