The dilemmas of experiential teaching: toward an interpretive approach

Abstract

Continuing education in nursing uses the experience of the learner as a basis for the examination of practice issues. The unique and personal nature of this experimental learning is, however, particularly problematic where assessment of the learner or the course is required. This article offers part of the findings from an evaluative, ethnomethodological study into the reflections of learners attending an experiential course in communication in palliative care. In the part of the study described here, the critical perceptions of three learners following one experiential exercise are compared with the stated aims of the facilitators and their subsequent actions. The analysis uses the conceptual framework of Schön's reflection-in-action. It is suggested that an interpretive approach toward teaching in the experiential domain may lead to a more relevant assessment of learning.