Lessons learned: Integrating a service learning community-based partnership into the curriculum

Hamner, Jenny B.; Wilder, Barbara; Byrd, Linda W.

doi:10.1016/j.outlook.2007.01.008

Cited by 37 publications

(22 citation statements)

References 8 publications

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“…The findings indicate that the students' experiences were, overall, very positive and that the experience of undertaking an SL placement in a culture different to their own had enhanced their knowledge and practice. This study reflects the findings from other studies as the students demonstrated enhanced cultural awareness, an appreciation of difference and similarities across cultures, and increased personal and professional growth (Astin & Sax, 1998;Flannery & Ward, 1999;Bittle et al, 2002;Hamner et al, 2007;Hunt and Swiggum, 2007). It was clear that living, working, and caring for clients from a different culture and reflecting on this experience required the students to confront their own cultural beliefs and to judge these in light of their new experiences.…”

Section: Discussionsupporting

confidence: 88%

“…The literature reveals that students who participate in SL have a heightened sense of civic responsibility (Astin & Sax, 1998;Hunt, 2007), experience increased self-confidence, interpersonal skills, and critical thinking (Astin & Sax, 1998;Callister & Hobbins-Garbett, 2000), demonstrate professional competence and growth (Flannery & Ward, 1999;Callister & Hobbins-Garbett, 2000;Hamner et al, 2007), become more culturally aware, appreciate similarities and differences across cultures (Bittle et al, 2002;Hunt & Swiggum, 2007), and challenge stereotypes (Hunt, 2007). International SL experiences also might stimulate students' commitment to engage in further international work at a later stage of their career (Riner & Becklenberg, 2001).There are also some negative aspects of SL; for example, some students report that re-entry into their own culture is difficult (Merrill & Pusch, 2007) and there can be instances where stereotypes might inadvertently be reinforced (Beling, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

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Irish nursing students’ experiences of service learning

Casey

Murphy

2008

Nursing & Health Sciences

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Service learning is a teaching tool that facilitates students' ability to link theory to practice while simultaneously providing a needed service to the community. This paper describes Irish nursing students' experiences of a service learning placement undertaken in a developing country. The students complete 30 h of theoretical content, which includes lectures and workshops on such topics as personal safety, health, and human rights, as well as the preparation of students for the emotional impact of the experience. All the content is underpinned by a commitment to developing reciprocal relationships with the service learning communities. To explore these students' experiences, a descriptive qualitative study was conducted. The data were collected using interviews and were analyzed by thematic analysis. Four main themes were identified: developing cultural sensitivity, caring for people in different cultures, learning/knowing more, and the potential impact on nursing practice. The findings suggest that the students are more culturally aware and are becoming more responsible citizens.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Irish nursing students’ experiences of service learning

Casey

Murphy

2008

Nursing & Health Sciences

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“…[17] Healthcare empowerment can be achieved by health education, and it is a vital rudimentary intervention strategy in which learning goals and community service are combined in ways that allow both the student and community to benefit. [18,19] Health education outside the classroom facilitates meaningful learning by enabling pharmacy students to transpose [20] course content into real-life scenarios, which may be difficult to achieve in any other way for the analysis and understanding of their experience with the community. [21] This article reports on the effect of a pharmacy student-developed public health education exhibit at a national science festival (NSF) on the understanding of diabetes, its causes and prevention, among a group of school learner attendees.…”

Section: Researchmentioning

confidence: 99%

Health education on diabetes at a South African national science festival

Mhlongo

Marara

Bradshaw

et al. 2018

AJHPE

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A descriptive cross-sectional study was conducted. Quantitative data were collected pre-and post-intervention via a computer-based quiz.Background. Diabetes is one of the non-communicable diseases with a major negative impact on the health and development of South Africans. Empowering the population's understanding of the condition, with health-literacy appropriate approaches, is one of the interventions that allows discussions around the prevention of diabetes. Objective. To determine the effects of a health education programme on increasing knowledge about diabetes and encouraging preventive measures. Method. A public health education exhibition was held by a pharmacy student at a national science festival. It incorporated presentations, posters, health models, word-search games, information leaflets and a computer-based quiz consisting of pre-and post-intervention questions. Results. Junior and senior school learners participated in the computer-based quiz. Results from the junior school pre-intervention phase showed that learners had a fair prior knowledge of diabetes, with an overall score of 52.8%. Improvement in their overall mean score at the 5% significance level was noted (p=0.020). There was a significant difference in the mean score after the intervention at the 1% level (government schools: 65.5 (standard error (SE) 3.1)%, independent schools: 45.9 (6.2)%; p=0.006). Of the senior learners 53.7% (n=137) indicated that they use computers at school, while 118 (46.3%) did not have access to computers. The improvement in overall knowledge of the senior participants after the intervention was significant at the 0.1% level (p<0.001). Conclusion. The health education offered by the pharmacy student's project was interactive and used an interdisciplinary approach to improve health literacy and raise awareness of diabetes. This is a tested intervention that may be adopted for improving health literacy among schoolchildren.

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“…Examples of GSL programs are health clinics conducted by United States nurses and doctors in a poor community in Kingston, Jamaica (Walsh, 2004) and immersion placements in developing countries, such as Ecuador (Bentley & Ellison, 2007) and Nicaragua (Kollar & Ailinger, 2002;Riner & Becklenberg, 2001). Examples of local initiatives include health care programs among low-income families (Hamner, Wilder, & Byrd, 2007) and community-dwelling seniors (Lutz, Herrick, & Lehman, 2001), developmental screening services for at-risk youth (Kushto-Rees, Maguire, Silbert-Flagg, Immelt, & Shaefer, 2007), a health needs assessment service in a homeless family shelter (Hunt & Swiggum, 2007), a school health service for low-income, neighborhood grade school children (Lough, 1999), and a school-based adolescent health promotion program for economically disadvantaged black and Hispanic communities (Juhn et al, 1998).…”

Section: S the Goals And Conceptual Basis Of Ser Vice-learningmentioning

confidence: 99%

CORE PRINCIPLESforDeveloping Global Service-Learning Programsin Nursing

McKinnon

Fealy²

2011

Nursing Education Perspectives

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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.

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Lessons learned: Integrating a service learning community-based partnership into the curriculum

Cited by 37 publications

References 8 publications

Irish nursing students’ experiences of service learning

Irish nursing students’ experiences of service learning

Health education on diabetes at a South African national science festival

CORE PRINCIPLESforDeveloping Global Service-Learning Programsin Nursing

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