Fostering reflective learners and educators: creating a chain of learning through experiential education

Abstract

This paper focuses on the essential capacity of healthcare professionals to learn from experience and explores practical strategies for cultivating reflective learners and educators in the context of simulation-based nursing education. Drawing on experiential learning theory, the paper shows how intentional educational practices grounded in reflection can foster sustained cycles of learning. It is argued that such practices form a vital foundation for generating continuous, interconnected learning in clinical education.