Cracking the nut of service-learning in nursing at a higher educational institution

Julie, Hester; Adejumo, Oluyinka; Frantz, José M.

doi:10.4102/curationis.v38i1.117

Cited by 3 publications

(4 citation statements)

References 22 publications

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“…This further indicates the need for SL to be formally embedded in the curriculum to ensure that teaching and training are in keeping with the national policy for higher education institutions and the University of Limpopo's policy on community engagement. Julie et al [13] reported similar findings at other higher education institutions in SA.…”

Section: Discussionsupporting

confidence: 52%

Developing a service-learning module for oral health: A needs assessment

Ebrahim¹,

Julie²

2017

AJHPE

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ResearchProponents of service learning (SL) state that it is a form of experiential education that combines student learning goals intentionally with service provision to communities. [1][2][3][4] The rationale for these SL activities is grounded in educational philosophies that propagate social responsibility as the primary goal of learning. [5] Educators who integrate SL into the curriculum hope to develop cultural sensitivity and civic responsibility in students by raising student awareness with regard to the challenges communities experience. This philosophical stance is also reflected in SL definitions formulated by acclaimed US scholars, such as Bringle and Hatcher, [2] and in South African (SA) higher education policy documents. Bringle and Hatcher [2] define SL as a 'course-based, credit-bearing educational experience in which students participate in an organised service activity that meets the identified community needs and reflect on the service activity in such a way to gain further understanding of the course content, a broader appreciation of the discipline and an enhanced sense of personal values and civic responsibility' .In the SA context, the Higher Education Quality Committee (HEQC) positioned SL as a core function of higher education to advance social development and transformation of disadvantaged communities.[3] To this end, the HEQC has formulated criteria for SL as Criterion 7 in the Framework for Institutional Audits [6] and in the Framework for Programme Accreditation. [7] In addition, SL provides an opportunity for the students to reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. This is achieved through the introduction of reflection as an assessment strategy. According to Elyer and Giles, [8] reflection has been identified as a foundational principle of SL and is regarded as the glue that holds service and learning together to provide an optimal educative experience.Reflective practice is about acquiring the skills and attitude to inquire continually into one's own professional practice and into the context in which it is embedded. It can also take place on different levels to which students are exposed in academic practices. Bringle and Hatcher, as cited by Julie et al., [9] state that SL provides higher education institutions with a strategy to explore ways of incorporating service to extend their mission, enhance student achievement, and engage students in their communities as part of their academic curriculum. Problem statementStudents of Dental Therapy and Oral Hygiene, School of Oral Health Sciences, Sefako Makgatho Health Sciences University (formerly University of Limpopo, Medunsa Campus), Pretoria, SA are trained in predominantly clinical settings. However, these clinical placements are not linked to learning outcomes aimed at developing social responsiveness in the students. Likewise, the community site visits for 2nd-year students are ...

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Section: Discussionsupporting

confidence: 52%

Developing a service-learning module for oral health: A needs assessment

Ebrahim¹,

Julie²

2017

AJHPE

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“…The SoN at the UWC is part of the Community and Health Science Faculty. This SoN is the largest residential nursing school in South Africa and has offered the Bachelor of Nursing degree since 2004 according to Jeggels, Traut and Africa ( 2013 :2), as cited by Julie et al ( 2015 :4).…”

Section: Research Methods and Designmentioning

confidence: 99%

“…The five prescriptive elements for the SL implementation framework ( Figure 2 ) were formulated to bridge the gaps in the readiness for embedding SL in the undergraduate nursing programme, as identified by the core findings of Phases 1 and 2 (Julie 2014a :209). The key focal points aimed at (1) correcting the prevailing theory–practice gap that emanated from the conceptual confusion in the differentiation between SL and other forms of CE curricular activities (Julie 2014b :1832); (2) addressing the lack of knowledge relating to the national SL policy guidelines by involving academics; (3) capacity building and building SL scholarship in clinical supervisors (Julie et al 2015 :1); (4) developing an SL pedagogical model for the school by providing concrete implementation guidelines for embedding SL pedagogy in undergraduate nursing modules, and (5) formulating SL institutionalisation criteria for the nursing programme at the school in accordance with the SL quality indicators of the HEQC (Julie 2014a :211–218).…”

Section: Prescriptive Elements For the Service-learning Implementatiomentioning

confidence: 99%

“…SL institutionalisation refers to the process that perceives and supports SL as an essential component of the undergraduate nursing curriculum through embedding SL in the organisational structures and culture of the SoN. Tangible commitment to mainstream SL is demonstrated by a quality control system that measures SL indicators at the academic programme level to ensure that SL becomes an integral part of the infrastructure and everyday operations of the academic programmes and scholarly outputs of the SoN (Julie, Adejumo & Frantz 2015 :2).…”

Section: Introductionmentioning

confidence: 99%

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The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province

Julie

2015

curationis

Self Cite

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BackgroundService-learning (SL) is a contested field of knowledge and issues of sustainability and scholarship have been raised about it. The South African Higher Education Quality Committee (HEQC) has provided policy documents to guide higher education institutions (HEIs) in the facilitation of SL institutionalisation in their academic programmes. An implementation framework was therefore needed to institutionalise the necessary epistemological shifts advocated in the national SL policy guidelines.ObjectivesThis article is based on the findings of a doctoral thesis that aimed at developing an SL implementation framework for the School of Nursing (SoN) at the University of the Western Cape (UWC).MethodMixed methods were used during the first four phases of the design and development intervention research model developed by Rothman and Thomas.ResultsThe SL implementation framework that was developed during Phase 3 specified the intervention elements to address the gaps that had been identified by the core findings of Phases 1 and 2. Four intervention elements were specified for the SL implementation framework. The first intervention element focused on the assessment of readiness for SL institutionalisation. The development of SL capacity and SL scholarship was regarded as the pivotal intervention element for three of the elements: the development of a contextual SL definition, an SL pedagogical model, and a monitoring and evaluation system for SL institutionalisation.ConclusionThe SL implementation framework satisfies the goals of SL institutionalisation, namely to develop a common language and a set of principles to guide practice, and to ensure the allocation of resources in order to facilitate the SL teaching methodology. The contextualised SL definition that was formulated for the SoN contributes to the SL operationalisation discourse at the HEI.

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Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

Salam¹,

Ibrahim

skandar

2019

IJIES

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Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building. Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning.

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Cracking the nut of service-learning in nursing at a higher educational institution

Cited by 3 publications

References 22 publications

Developing a service-learning module for oral health: A needs assessment

Developing a service-learning module for oral health: A needs assessment

The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province

Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

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