Critical theory is necessary for nursing education. Swartz, MK (2014) propose practice-based nursing education. Furthermore, Lisko, S.A., and O'Dell, V. (2010) proposed Kolb's experiential learning theory and model. They affirmed the importance of critical theory because it offers a framework for nursing practice based on nursing education. According to Swartz, MK (2014), academic nursing practice has become an essential component of faculty role expectations and practical nursing programs. However, academic nursing practice as a concept and organizational structure has not been fully implemented in nursing schools. The goals of academic nursing practice are to enrich student teaching (Swartz, MK, 2014). Develop the practice context through use for research, generalizing knowledge and learning, and ultimately improving the quality of patient care. This growing knowledge base on critical theories that lead to understanding patient problems and the use of nursing practice management. Swartz, MK (2014) noted that there are two phases of nursing practice, the thinking phase and the action phase. The execution phase is strongly regulated by what is specified in the training situation (Swartz, MK, 2014). Many other assumptions of critical theory have significance for nursing as it has been educated and trained in academic health centers. At these sites, theory is intertwined with human learning and interactions within a broader social context. Similar to critical theory, nursing includes a general evaluation of social, political, technological, and economic conditions as they affect the health of an individual, family, or community. Furthermore, nurses must fully understand the types and practices of care and the connections between theories and clinics. Lisko, S.A. and O'Dell, V. (2010) proposed Kolb's experiential learning theory and model. Experiential learning