Leisure education within a health framework

![CDATA[This presentation will explore how experiential learning approaches are applied within an undergraduate degree to add value to all stakeholders; including participants, staff, volunteers, students and researchers. Clinical reasoning has been defined as the thought process clinicians use in practice to ensure participants receive an individualised outcome focused treatment (Neistadt, Wight, and Mulligan, 1998). Therapists who are still developing their skills tend to use procedure-based learning contrasted with more experienced therapists who use procedure based learning and clinical reasoning (Fleming, 1991). Undergraduate students within a university environment generally have three years to develop learning and refine their practical and theoretical skills. Deway (1964) stated that all education occurs through experience and in particular through the transference of knowledge from person to person. Experiental learning is a concept where the learner develops their skills through valued experiences (Flecky & Gitlow, 2011). Using a case study approach this presentation will overview an experiential learning process that occurred within the Bachelor of Health Science- therapeutic recreation major for third year students. Students attended a community-based setting with the aim of developing their clinical reasoning skills based around participants’ leisure activities within an aged care setting.]]