Kolb经验学习圈理论在护理教育领域中的应用进展
延边大学, 护理学院, 吉林延吉 133002
| 摘 要： | 目的：在“健康中国”战略及护理教育改革不断推进的背景下，系统梳理Kolb经验学习圈理论在护理教育领域中的应用现状，明确其理论内涵与实践价值，分析其在护理教育不同场景中的应用效果及存在问题，为护理教育模式优化与教学改革提供依据。方法：本文采用文献综述法，对国内外相关研究进行系统检索与整理，从护理高等教育、临床护理教育及医疗护理保健三个维度，对Kolb经验学习圈理论的应用现状进行归纳、分析与综合评价，重点探讨其教学模式、实施路径及相关研究结论。结果：Kolb经验学习圈理论通过“具体经验、反思观察、抽象概念、积极实践”的循环学习过程，有效促进学习者经验内化与能力提升。在护理高等教育中，该理论可提升护生临床思维能力、自主学习能力及护理操作技能；在临床护理教育中，有助于提高低年资护士及护理管理人员的实践能力、批判性思维及培训满意度；在医疗护理保健领域，可增强医护人员的情境应对能力与临床决策信心。现有研究表明，该理论整体应用效果较为积极，但仍存在学习者能力依赖性较强、应用范围有限及与信息化技术融合不足等问题。结论：Kolb经验学习圈理论在护理教育中具有重要应用价值，可有效促进理论与实践的融合，优化学习过程并提升教学质量。但其推广仍需进一步强化与临床实践的深度结合，拓展跨学科应用场景，并融合现代信息技术与教学模式创新，以推动护理教育高质量发展。 |
| 关 键 词： | 经验学习圈理论; 护理教育; 综述 |
| DOI： | 10.57237/j.nhres.2026.01.002 |
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收稿日期: 2026-06-08
接受日期: 2026-06-22
在线出版日期: 2026-07-20
Advances in the Application of Kolb's Experiential Learning Cycle Theory in Nursing Education
School of Nursing, Yanbian University, Yanji 133002, China
| Abstract: | Objective: Against the background of the “Healthy China” strategy and ongoing reforms in nursing education, this study systematically reviews the application progress of Kolb’s Experiential Learning Cycle Theory in the field of nursing education. It aims to clarify its theoretical connotation and practical value, and to analyze its effectiveness and existing limitations across different educational settings, thereby providing a theoretical basis for optimizing nursing education models and promoting teaching reform. Methods: A literature review method was adopted to systematically retrieve and analyze relevant domestic and international studies. The application of Kolb’s Experiential Learning Cycle Theory was summarized and evaluated from three perspectives: undergraduate nursing education, clinical nursing education, and healthcare practice settings. Particular attention was given to its instructional implementation approaches, educational outcomes, and existing research limitations. Results: Kolb’s Experiential Learning Cycle Theory is structured around four stages—Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentatio, emphasizing learning through experiential reflection and practice-based transformation. In undergraduate nursing education, the theory enhances students’ clinical reasoning, self-directed learning ability, and nursing skill acquisition. In clinical nursing education, it improves the practical competence, critical thinking ability, and training satisfaction of novice nurses and nursing managers. In healthcare practice settings, it strengthens healthcare professionals’ situational responsiveness and clinical decision-making confidence. Overall, existing evidence indicates that the theory demonstrates positive educational outcomes. However, limitations remain, including high dependence on learners’ self-directed ability, relatively limited scope of application, and insufficient integration with modern educational technologies. Conclusion: Kolb’s Experiential Learning Cycle Theory holds significant value in nursing education by effectively promoting the integration of theory and practice and improving teaching quality. Nevertheless, further efforts are needed to strengthen its integration with clinical practice, expand interdisciplinary applications, and incorporate emerging educational technologies to support the continuous innovation and high-quality development of nursing education. |
| Keywords: | Experiential Learning Cycle Theory; Nursing Education; Literature Review |
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