TY - JOUR

T1 - Vicarious learning: A review of the literature

AU - Roberts, Deborah

PY - 2010/1

Y1 - 2010/1

N2 - Experiential learning theory stresses the primacy of personal experience and the literature suggests that direct clinical experience is required in order for learning to take place. However, raw or first hand experience may not be the only mechanisms by which students engage in experiential learning. There is agrowing body of literature within higher education which suggests that students are able to use another’s experience to learn: vicarious learning. This literature review aims to outline vicarious learning within a nursing context. Many of the studies regarding vicarious learning are situated within Higher Education ingeneral, however, within the United States these relate more specifically to nursing students. The literature indicates the increasing global interest in this area. This paper reveals that whilst the literature offers a number of examples illustrating how vicarious learning takes place, opinion on the role of the lecturer is divided and requires further exploration and clarification. The implications for nurse education are discussed.

AB - Experiential learning theory stresses the primacy of personal experience and the literature suggests that direct clinical experience is required in order for learning to take place. However, raw or first hand experience may not be the only mechanisms by which students engage in experiential learning. There is agrowing body of literature within higher education which suggests that students are able to use another’s experience to learn: vicarious learning. This literature review aims to outline vicarious learning within a nursing context. Many of the studies regarding vicarious learning are situated within Higher Education ingeneral, however, within the United States these relate more specifically to nursing students. The literature indicates the increasing global interest in this area. This paper reveals that whilst the literature offers a number of examples illustrating how vicarious learning takes place, opinion on the role of the lecturer is divided and requires further exploration and clarification. The implications for nurse education are discussed.

KW - Vicarious learning

KW - peer learning

KW - experiential learning

U2 - 10.1016/j.nepr.2009.01.017

DO - 10.1016/j.nepr.2009.01.017

M3 - Article

SP - 13

EP - 16

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

ER -