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 |
| DOI: | 10.57237/j.nhres.2026.01.002 |
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Received: 8 June 2026
Accepted: 22 June 2026
Published Online: 20 July 2026
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