This study developed and evaluated an experiential teaching model which aimed to improve the integration of theory and practice for first-year RGN students. This work took a qualitative approach and used Lewin's action research methodology. Using a participant observation approach, data, in the form of diaries, interviews and spot checks, were gathered. To evaluate the teaching model, the spot checks were developed as an indicator of theory-practice integration. The analysis of these spot checks revealed that this teaching approach had value. The strengths and weaknesses of the teaching model, in relation to possible origins of the theory-practice gap, are outlined. The validity of action research is discussed, as are similar issues that are related to the methodology of this study.