An evaluation system for training programs: a case study using a four‐phase approach

Family caregiving for dementia patients is a challenging task, with profound effects on caregivers' physical and mental well-being. The purpose of this study was to explore the impact of Kolb's experiential learning theory on the caregiving burden and psychological status of caregivers for dementia patients. This study enrolled 110 caregivers of nursing dementia patients. These caregivers were divided into two groups: a control group (n = 55) and an intervention group (n = 55). The control group received routine care, while the intervention group received nursing based on Kolb's experiential learning theory in addition to routine care. Changes in caregiving burden and psychological status were compared between the two groups before and after the intervention. The results showed that after the intervention, the intervention group's caregivers had significantly lower scores on the caregiver burden inventory dimensions and total score compared to the control group (P < 0.05). Additionally, the intervention group's self-assessment scores on the self-rating anxiety scale and self-rating depression scale were also lower than those of the control group (P < 0.05). Kolb's experiential learning theory has a positive impact on alleviating the caregiving burden and reducing anxiety and depression among family caregivers of dementia patients.

Clinical experiences provide an opportunity for nursing students to integrate theoretical knowledge into practice, and analyze their learning using a theoretical model. Students do not take this opportunity unless it is intentionally included by the facilitators. These observations from the second cohort of medical surgical nursing students with their facilitators, regarding their clinical training period in selected sub-specialties at the University Teaching Hospital of Kigali (CHUK) aimed at developing students' analytical and observational skills while developing clinical skills. The study involved nine medical surgical nursing students who were in different subspecialties at CHUK from 7th January up to the 20th February, 2019. Informed observational approach and concomitant reporting were used to validate their learning and gain clinical experience. The students used Kolb's Experiential Learning Theory to analyze their experience, with the focus on innovative skills. All medical surgical nursing students reported that they improved their knowledge and skills during clinical practice, while broadening their outlook. Kolb's Experiential Learning Theory is useful in validating and bridging theoretical learning to clinical practice.

This mixed methods study, framed by Kolb's Experiential Learning Theory, explored allied dental students' perceptions of alginate versus digital impression techniques at a US dental assisting and dental hygiene program in 2024. The central research question was, "What are students' perceptions of taking maxillary alginate impressions as compared to a digital scan of the maxillary arch?" and the sub-question was, "Do students have a preferred technique?" A mixed methods approach enabled a deeper understanding of student perception through qualitative analysis related to using both the alginate impression and digital scanning techniques, and quantitative analysis related to evaluations of the final impressions and scans. Using Kolb's Experiential Learning Theory as a guide, this research study was centered around a concrete experience with hands-on learning and then student reflection related to the experience and their perceptions or abstract conceptualization. A convenience sample of 30 dental assisting and dental hygiene students currently enrolled in a dental materials course participated. Data collected via questionnaires, behavioral observation, and impression/scan analysis were analyzed qualitatively and quantitatively. Coding was used to identify key themes in students' perceptions of alginate and digital impression techniques. Five themes were derived from data collection for both maxillary alginate impressions and maxillary digital scans: emotions/feelings, technique/process, benefits, and drawbacks/obstacles. Overall, participants preferred using digital scanning over alginate impressions. Most students (79% n=22) perceived alginate impressions as more time intensive despite objective time data suggesting otherwise. There was a statistically significant difference in the average time to complete an alginate impression compared to the digital impression. There was no difference in digital impression quality between dental assisting and dental hygiene students, and dental assisting students expressed more apprehension when using the alginate impression technique compared to dental hygiene students. Echoing previous research, students recognized the advantages of digital scans, such as improved patient education, comfort, and ease of cleanup. Conversely, they shared concerns about the time constraints and rushed feeling associated with alginate impressions, also previously documented.

PurposePopularity in knowledge management has, unfortunately, not been matched by parallel empirical research on the processes, challenges and benefits of knowledge capture in small and medium enterprises (SMEs) in the construction industry, given the fact that 99 per cent of firms in the UK construction industry can be classified as SMEs. This paper aims to discuss the output of a research study, which is focused on knowledge capture in SMEs in construction industry. The paper also aims to present and discuss a computer‐based awareness tool on knowledge capture underpinned by Kolb's experiential learning theory.Design/methodology/approachThe empirical study involved a total of 51 professionals from 26 SMEs in the construction industry. Grounded theory approach was adopted. Also, a content analysis was considered.FindingsThe results show that there is lack of awareness of complex issues associated with an effective knowledge capture process as well as ensuing benefits for SMEs in the construction industry. The effective implementation of knowledge capture in SMEs is partly dependent on the vision and flair of the owner/partners of the organisation. It is also determined by culture, structure, people, finance and technology, which warrants a coherent and structured approach.Originality/valueA computer‐based awareness tool which is underpinned by Kolb's experiential learning theory.

The study examined Kolb's Experiential Learning Theory through a psychometric analysis and revision of Honey and Mumford's Learning Style Questionnaire (LSQ) using a sample of 185 middle/senior managers in the UK and Eire. Kolb's theoretical two bipolar-dimension orthogonal structure emerges, although it is made up of pairs that are not Kolb's configurative opposites but ones suggested by other scholars. The authors' principal finding is that no single measure can bear the weight of all of Kolb's constructs. The revision of the LSQ supports two psychometrically sound, orthogonally related, bipolar-style dimensions. Indirectly, this construct can give rise to four descriptions, based on their quadrants, that Kolb usefully treats as types. Unrelated to any measure is a four-stage process that the authors define as an ideal dynamic schema.

This paper describes Kolb's Experiential Learning Theory (ELT) and applies it to learning chemistry. Kolb describes learning as requiring both the perception of experience and the transformation of it. People learn in different ways and Kolb's ELT addresses human individuality in learning by describing four learning styles. These learning styles have direct implications for the delivery of instruction and the role of the faculty member in chemistry classrooms. In the process of teaching to all four of these learning styles the instructor and the students travel through a learning cycle that uses a broad range of strategies to deliver instruction likely to match with a wider range of student learning styles. Sample lessons for physical chemistry are outlined.

Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study

A case of design based research methodology to create curriculum for an entrepreneurial thinking course.

Entrepreneurial education has gained increasing attention as a strategic approach to fostering students' innovation and entrepreneurial competencies in higher education. Grounded in social cognitive theory and Kolb's experiential learning theory, this study investigates the impact of the Entrepreneur-in-the-Classroom Program (EIRP) on undergraduate students’ entrepreneurial development. A quasi-experimental design was adopted with 92 students from a Chinese university, randomly assigned to an experimental group receiving a 16-week embedded case study intervention with entrepreneurial mentors, and a control group under traditional instruction. Data were collected using a longitudinal tracking method. To assess EIRP's effect, a combination of statistical models (Difference-in-Differences, Structural Equation Modeling) and machine learning techniques (KMeans clustering, Random Forest feature analysis) was employed. The results show that EIRP significantly improves students’ opportunity recognition (β=0.47, p<0.01), risk-taking willingness (β=0.53, p<0.01), and creative capacity (β=0.54, p<0.01), with strong moderation by mentor feedback quality. Clustering analysis further identified three latent entrepreneurial competency types among students, enriching understanding of personalized learning responses. This study confirms a “three-dimensional empowerment mechanism” and highlights a threshold in experiential learning efficacy. Findings provide evidence-based insights for designing dynamic, industry-integrated entrepreneurship curricula in higher education.

This integrative research review aims to examine the application of Kolb’s theory of experiential learning through the use of simulations within virtual learning environments. It will first cover the framework of experiential learning as stated by Kolb, a learning theory that is finding new life within the context of simulations, role-playing games (RPGs), massive multiplayer role playing games (MMORPGs) and virtual environments. This analysis was conducted by making use of combined research strategies that focused specifically on both qualitative and quantitative reviews that utilized Kolb’s experiential theory of learning (ELT) within the context of the application of computer based simulations in virtual environments used to facilitate learning. The review was guided by three principle questions: From the year 2000 to 2016, which research studies that examine the use of simulations to facilitate learning, use experiential learning theory as its foundational theoretical approach? Of the works that were selected, which studies were computer based simulations in virtual environments and demonstrated firm connections between Kolb’s ELT and the results of the study? And lastly, within the final group of studies identified what patterns emerge through the application of Kolb’s ELT within the context of computer based simulations in virtual environments?

Effects of Implementing a Simulation-Learning Based Training Using a Train-The-Trainer Model on the Acquisition and Retention of Knowledge about Infant Safe Sleep Practices Among Licensed Nurses

A Dementia Simulation as a Teaching Strategy for Nursing and Physical Therapy Students: A Qualitative Study

This mixed-methods action research study investigates the integration of ethically designed generative AI tools as catalysts for active learning in English as Foreign Language (EFL) writing instruction. The research is situated within resource-constrained higher education contexts and is grounded in Kolb's experiential learning theory and active learning principles. The study employed a quasi-experimental design involving 148 undergraduate students from Bahauddin Zakariya University, Pakistan. Over a 15-week intervention, an experimental group utilized AI tools (ChatGPT, Claude AI, Meta AI, and Canva) within a cognitive partnership model, while a control group received traditional teacher-centered instruction. Quantitative data on writing performance was supplemented by qualitative data from semi-structured interviews to capture student experiences and the development of ethical awareness. Quantitative results show the experimental group achieved statistically significant improvements in writing performance (Z = -6.325, p < .001) compared to modest gains in the control group (Z = -2.128, p = 0.033), with notable skill progression emerging after 6-8 weeks. Qualitative analysis revealed that AI tools successfully functioned as cognitive partners, metacognitive mirrors, and equity tools. A strong majority of participants (79.7%) expressed positive views about AI integration, with 86% indicating intentions for continued use. The paper provides a practical model for embedding AI tools in collaborative-learning settings while upholding academic integrity through a disciplined process of ethical reflection. The findings challenge the presumption that technology alone drives educational improvement, demonstrating instead that it is the pedagogical structures mediating AI interaction that determine an effective and ethical educational process.

Peanuts, Popcorn, and Pediatrics: School-Based Carnival for Health Promotion

In the contemporary era, outdoor education programmes have become integral across various educational levels, with the Ministry of Education emphasizing physical health as a means to enhance learning outcomes. Mental health and well-being, however, also emerge as critical aspects linked to these programmes. This study aimed to explore the theories underpinning outdoor education programmes on mental health and well-being, also, drawing insights from selected past studies. Employing a qualitative approach, this literature review utilized Google Scholar as the primary data collection tool. The findings revealed that the most commonly applied theories in outdoor education programmes related to mental health and well-being include social constructivism learning theory, Kolb's experiential learning theory, the outward-bound educational process model, health promotion theory, and social cognitive theory. From the past studies, several main themes emerged. Outdoor education programmes significantly enhance social interactions, self-esteem, and emotional regulation, promoting physical health, which in turn supports mental well-being. Engagement with natural environments has therapeutic effects, reducing symptoms of anxiety and depression. Given these findings, outdoor education programmes should be integrated more extensively into educational curricula to leverage their benefits for mental health and well-being. Schools and educational policymakers should consider training educators in the application of these theories to maximize programme effectiveness. Future research should focus on longitudinal studies to further validate the long-term benefits of outdoor education on mental health and explore the mechanisms through which these benefits are achieved. In conclusion, outdoor education programmes have a multifaceted impact on mental health and well-being, supported by various educational and psychological theories. These programmes offer valuable opportunities for experiential learning, social interaction, and connection with nature, contributing to enhanced mental and physical health.