CORE PRINCIPLESforDeveloping Global Service-Learning Programsin Nursing

Abstract

Global service-learning enables nursing to develop its role in promoting global health and enabling vulnerable and marginalized global communities to develop their own capacity for growth and development. Global service-learning requires good planning that is based on sound best-practice principles. Drawing on the growing body of literature on service-learning, the authors outline and discuss seven key principles that can usefully guide global service-learning. These are: are compassion, curiosity, courage, collaboration, creativity, capacity building, and competence. These principles can form the basis for ethically sound program development, offer a means of standardizing program development, and provide common criteria with which to evaluate a program's success.

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

“…These findings impact nursing curriculum planning in including cultural immersion experiences in the curriculum, and are congruent with other findings in the literature. [11,[41][42][43][44][45][46][56][57][58][59][60][61][62][63][64] Given the importance of cultural immersion in promoting cultural competence among nursing students denoted in the literature, nursing faculty need to consider incorporating cultural immersion in the curriculum through strategic curriculum planning while remaining cognizant of available resources. Study abroad experiences are preferable, but require time, resources, and adequately prepared faculty facilitators.…”

A Mixed Methods Evaluation of an International Service Learning Program in the Dominican Republic

“…Bentley and Ellison () argued that “the combination of an international immersion experience with a service learning methodology provides an excellent opportunity for students to develop cultural competency skills and may be a valuable method for nursing faculty to use in meeting the challenge of providing nurses prepared to deliver quality care to our increasing multicultural society” (p. 210). It is important to consider the implications of this pedagogy, especially in terms of its value and measureable outcomes (Bosworth et al., ; Forsey, Broomhall, & Davis, ; McKinnon & Fealy, ; Shultz, ).…”

Global Host Partner Perspectives: Utilizing a Conceptual Model to Strengthen Collaboration with Host Partners for International Nursing Student Placements

“…Increasingly, schools of nursing offer clinical placements, service‐learning and field schools in international settings (Hoe Harwood, Reimer‐Kirkham, Sawatzky, Terblanche, & Van Hofwegen, ). These are considered to be high‐impact educational practices that provide unique opportunities for global service and community‐based learning (McKinnon & Fealey, ). Evaluation of international learning experiences often focuses on the nursing students and their learning regarding social justice, global inequities, relational engagement, strengths‐based approaches, and cultural attunement (Mawji, Lind, Loewen, Underwood, & Thompson‐Isherwood, ).…”