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To support Indigenous learners to succeed In the nursing program, the educator must understand the foundations of learning theories that best support student's learning needs. When exploring adult learning theories, educational success often lies in a humanistic approach which is grounded in personal growth and development. The more invested in the learning process that [Indigenous] students are, the more they become competent in the development of their professional identity in nursing. Creating a culturally safe learning environment for Indigenous learners is Important to their success.
(Adult Learning Theory, 2023; Penfold, 2016)
Experiential Learning
Experiential learning theory focuses on experience being the foundation of the formation of knowledge.
Experiential learning requires hands-on practice, in which the learner is engaged in an activity and provided the freedom to analytically reflect on their experience.
To develop nursing knowledge and skills for Indigenous students, experiential learning must be considered to bridge the link between content and connection.
A shift in beliefs and attitudes occurs for learners when they engage in experiential learning strategies, along with the development of their critical thinking, awareness and insights.
Experiential learning in nursing education might involve clinical simulation, hands-on skills and practice, as well a theory to practice applications including concept map creations to formulate visible and tactile knowledge translation.
Kolb's experiential learning model brings the connection of experience and reflection together to promote a greater understanding of theoretical content
(Anderson, 2022; Kaminski, 2011; Kolb et al., 2001; Melrose et al., 2013; Nurse-Clarke et al.,2022)
Kolb’s Experiential Learning Cycle (McLeod 2024)
The Experiential Learning Cycle (Kaminski, 2011)
First Nations Experiential Learning Cycle
Utilizing Indigenous ways of knowing, the First Nations Experiential Learning Cycle lends Itself to a holistic approach to learning through the process of experiencing, reflecting, making meaning, and acting, reinforcing the connection between lived experience and knowledge acquisition for Indigenous students.
These components of the learning process align with the description of the experiential learning cycle which focuses on experience, reflection, concept formation and action, expressing Kolb’s experiential learning cycle.
(Anderson, 2022; Kaminski, 2011; McLeod, 2024).
(Conceição & Taylor, 2007)
Constructivist Theory
Through the constructivist lens, knowledge is constructed by the learner
Constructivist Theory highlights the active construction of knowledge by the learner and that learners build on their pre-existing knowledge.
The use of concept mapping Is an example of how students can utilize pre-existing knowledge to formulate theoretical linkages to knowledge, practice, and experience.
(Conceição & Taylor, 2007; Melrose et al., 2013)
Theoretical Analysis
Both Kolb's Experiential Learning Theory and the First Nations Experiential Learning Theory reflect the importance of reflection and lived experience as a foundation of the learning process.
In contrast, Kolb's Experiential Learning Theory leans on individualized learning processes whereas the Experiential Learning Theory respects Indigenous ways of knowing which consider the spiritual, mental, physical and emotional realms of engagement.
In a Western model of academia, there is often resistance to ways of learning and evaluation that are not concrete and structured, adding to the inequities that Indigenous students face.
There may be resistance to understanding the importance and value of experiential learning as the focus is greatly on one's experiences rather than based on theory.
With constructivist theory, the educator facilitates the learning approach, whereas in experiential learning the focus is based on experiencing and reflecting as ways of learning from one's own culture, practice, and experience.
As educators, we must do the work to understand inequities for Indigenous students and challenge the system to support Indigenous learners. By doing so, we begin to address the TRC Calls to Action and support Indigenous students on their nursing journey.
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