Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory
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Background: The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course. Method: Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education. Results: The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives. Conclusion: Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [ J Nurs Educ . 2025;64(6):e31–e34.]
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Such pedagogical logic restructuring provides a theoretical pathway to resolve the persistent "knowing-doing gap" in hospital management education.
“Such pedagogical logic restructuring provides a theoretical pathway to resolve the persistent “knowing-doing gap” in hospital management education [16, 17].”
From Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial (2026) · cites this paper as [16]
The abstract and Conclusion report that Kolb-guided reflection helped undergraduate community health nursing students connect clinical experience with concepts and envision applying their learning in practice. This supports the proposed pedagogical pathway, but the paper does not establish that it resolves a persistent knowing-doing gap in hospital management education. The Conclusion explicitly says its usefulness was not examined in acute care clinical settings. (LLM, conf=0.86)
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- Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the ecology of reflection: Reflective practice for experiential learn- ing in higher education. Journal of University Teaching & Learning Practice, 13(2), 7-27. https://doi.org/10.53761/1.13.2.2 · DOI · Paper page
- Kolb, D. A.. (1984). The process of experiential learning. In Experien- tial learning: Experience as the source of learning and development (pp. 20-38). Prentice Hall.
- Kuo, C.-P., Hsieh, P.-L., Chen, H.-M., Yang, S.-Y., Hsiao, Y.-L., & Wang, S.-L. (2021). Community health nursing competency and psychological and organizational empowerment of public health nurses: A cross-sectional survey. Health Care (Basel), 9(8), 993. https://doi.org/10.3390/healthcare9080993 PMID:34442131 · DOI
- Lisko, S. A., & O'Dell, V. (2010). Integration of theory and practice: Experiential learning theory and nursing education. Nursing Educa- tion Perspectives, 31(2), 106-108. PMID:20455368
- Ludwig, P. M., Nagel, J. K., & Lewis, E. J. (2017). Student learning out- comes from a pilot medical innovations course with nursing, engi- neering, and biology undergraduate students. International Journal of STEM Education, 4(1), 33. https://doi.org/10.1186/s40594-017- 0095-y PMID:30631689 National Academies of Sciences, Engineering, and Medicine; Committee on the Future of Nursing 2020-2030; · DOI
- Flaubert, J. L., Le Menestrel, S., Williams, D. R., & Wakefield, M. K. (Eds.). (2021). The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. National Academies Press (US). https://doi.org/10.17226/25982 National Council of State Boards of Nursing. (2023). Next generation NCLEX. NCLECX-RN Test Plan. https://www.ncsbn.org/public- files/2023_RN_Test%20Plan_English_FINAL.pdf · DOI
Cited by
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Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial
Zhang, Y., Li, W., Zhang, C., Wang, Y., & Feng, S. (2026) · BMC Medical Education · doi:10.1186/s12909-026-08948-8
“Such pedagogical logic restructuring provides a theoretical pathway to resolve the persistent “knowing-doing gap” in hospital management education [16, 17].”
- Authors
- Choshi, M.
- Affiliations
- James Madison University (US)
- Corresponding author
- Choshi, Modjadji
- Venue
- Journal of Nursing Education
- Publisher
- SLACK, Inc.
- Published
- 2025-06
- Volume
- 64
- Issue
- 6
- Pages
- e31-e34
- ISSN
- 0148-4834 (ISSN-L)
- 1938-2421
- OpenAlex
- W4402051970
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 13 · 2025: 10
- FWCI
- 9.57
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- Journal of Nursing Education (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Reflective Practices in Education
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Keywords
- community nursing, undergraduate nursing education, clinical teaching, Kolb's experiential learning theory, self-reflection, social determinants of health, vulnerable populations, nursing students
- MeSH terms
- Community Health Nursing, Curriculum, Education, Nursing, Baccalaureate, Humans, Students, Nursing, Nursing Education Research, Problem-Based Learning
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