Kolb's experiential learning theory and Benner's novice to expert model: a theoretical framework for advancing competency-based nursing education.

Authors

Ali Alharbi

Published in

International journal of nursing education scholarship. Volume 23. Issue 1. Jan 01, 2026. Epub Jul 25, 2026.

Abstract

The development of clinical competence in nursing education requires theoretically grounded approaches that integrate learning processes with professional progression. This paper presents the Experiential Competency Progression Framework (ECPF), a novel conceptual model that systematically integrates Kolb's Experiential Learning Theory with Benner's Novice to Expert Model to advance competency-based nursing education. While Kolb's theory explains how learners acquire knowledge through cyclical experiential processes (Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation), Benner's model describes the progressive development of clinical expertise through five developmental stages (Novice, Advanced Beginner, Competent, Proficient, and Expert). The ECPF aligns Kolb's experiential learning cycle with each of Benner's competency levels, providing a structured, evidence-based approach to designing simulation-based learning, clinical placements, reflective practice, and curriculum development. This integration addresses a significant gap in nursing education literature by moving beyond prior simulation-focused applications to offer comprehensive guidance across all educational contexts. The framework demonstrates how experiential learning occurs recursively at each developmental stage with increasing sophistication as learners progress toward expertise. The ECPF contributes to nursing education by offering a practical, theory-informed model that enhances reflective learning, clinical reasoning, and skill acquisition. It provides actionable guidance for curriculum design, faculty development, learner assessment, and institutional implementation, supporting the preparation of competent, practice-ready nursing graduates across diverse educational settings worldwide.

PMID:
42496595
Bibliographic data and abstract were imported from PubMed on 24 Jul 2026.

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