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J Probl Based Learn > Volume 1(1); 2014 > Article
Journal of Problem-Based Learning 2014;1(1): 7-11.
DOI: https://doi.org/10.24313/jpbl.2014.1.1.7    Published online January 30, 2014.
On Learning Domains, Advanced Stimulation Technology, Experiential Learning, and Reflection in Nursing Education
Vico Chiang
Ph.D., RN (HK & Australia) Assistant Professor, School of Nursing, Hong Kong Polytechnic University, Hong Kong
© Copyright 2014 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Bloom’s Taxonomy of learning objectives and Kolb’s theory of experiential learning theory (ELT) contribute widely to the practice of teaching and learning in various disciplines. Given the recent increasing popularity of using advanced simulation that aligns with the focus on ELT in nursing education, the author suggested that such teaching and learning approaches through realistically simulated practice with an emphasis on refection could contribute to the achievement of psycho-motor, cognitive, and affective domains of learning objectives. Based on this more integrated model, more studies may be conducted and contribute to the increasing body of literature regarding the outcomes of advanced simulation in nursing education.
Keywords: Advanced simulation, Bloom’s Taxonomy, Experiential learning, Reflection
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