Nursing students' experiences with service learning: A qualitative systematic review and meta-synthesis

Zhu, Zheng; Xing, Weijie; Liang, Yan; Li, Hong; Hu, Yan

doi:10.1016/j.nedt.2021.105206

Cited by 11 publications

(6 citation statements)

References 48 publications

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“…More specifically, this review of the full literature on service learning concludes that the knowledge base is large, has accumulated over a significant period of time, is informed by theory, and has been tested through empirical research. These findings, based on bibliometric analysis of the full literature, reinforce and extend findings reported in prior research syntheses of different segments of the literature on service learning using meta-analytic [78,91,98], systematic [54][55][56], and narrative [49] review methods.…”

Section: Interpretation Of the Resultssupporting

confidence: 85%

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A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

Narong

Hallinger

2023

Education Sciences

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Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents on service learning published between 1950 and 2022 through citation, co-citation, and keyword co-occurrence analyses. The analyses uncovered thematic and empirical foci associated with the theory, implementation, and effects of service learning. The review identified engineering education and problem-based learning as related topics of significant interest. In recent years, educators have increasingly experimented with the integration of other active teaching and learning methods into service learning programs. This review suggests that future research examine service learning from the perspectives of public policy, stakeholder engagement, and educating for sustainability. The field would also benefit from additional theorizing on the features that distinguish service learning from other active learning pedagogies.

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Section: Interpretation Of the Resultssupporting

confidence: 85%

“…Systematic reviews of research have consolidated findings from research on service learning conducted within specific disciplines and educational levels [46][47][48][49]. Nonetheless, to date, no comprehensive reviews of research have analyzed the full multi-disciplinary literature on service learning.…”

Section: Introductionmentioning

confidence: 99%

A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

Narong

Hallinger

2023

Education Sciences

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“…This scoping review provided a summary of the status of PI and the influencing factors of the PI among intern nursing students in China during the COVID-19 pandemic. Compared with studies at the pre-pandemic time [ 46 – 48 ], this review added some interesting findings on PI development during a time when a public health crisis profoundly affected society.…”

Section: Discussionmentioning

confidence: 99%

Impacts of COVID-19 pandemic on professional identity development of intern nursing students in China: A scoping review

Luo

Mao²

2022

PLoS ONE

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Purpose Clinical experience plays a vital role in the development of the professional identity (PI) of nursing students. China has applied a strict zero- COVID health policy in combating the COVID-19 pandemic since December 2019 and studies have been conducted in different places of China to explore PI development of nursing students during the pandemic time among the intern nursing students who are on clinical practices. This review study aims to synthesize the previous studies and provide a comprehensive picture of the impacts of the pandemic on the PI development of intern nursing students. Methods Arksey and O’Malley’s five-stage scoping review framework was used. Combinations of keywords were used to search relevant articles in both Chinese and English databases published from inception of the articles until the final search date (10 March 2022). The initially included articles were also appraised for their quality, and those that passed the appraisal were left for data analysis. The analytic results were cross-checked among the reviewers. Result Three themes emerged from the included studies: 1) the PI levels, 2) the impacts of personal and social factors of PL, and 3) the specific impact of the COVID-19 pandemic. The levels of students’ PI ranged from 66%-80% of the total scores in PI instruments, almost the same levels as in pre-pandemic time, despite the elevated social image of nurses after the COVID-19 pandemic. There is no consensus about the impacts of most personal and social factors on students’ PI across the studies. The impacts of COVID-19 on PI were both positive and negative. Conclusions COVID-19 epidemic exerted complicated impacts on the PI of intern nursing students. While it is necessary to address the fear of the COVID-19 pandemic among intern nursing students, the pandemic may not be an opportunistic time to enhance the students’ PI.

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“…During clinical practicum, healthcare students are expected to learn metacognitive skills, such as learning to take responsibility for their own learning (Hwang et al, 2012 ) and to reflect on their actions and consequences during this clinical practice (Manninen et al, 2015 ; Zhu et al, 2022 ). Moreover, they are expected to learn about patient care, which manifests as learning decision‐making in patient/client care and learning to take care of the patient/client comprehensively (Lee et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, they are expected to learn about patient care, which manifests as learning decision‐making in patient/client care and learning to take care of the patient/client comprehensively (Lee et al, 2019 ). Additionally, learning to collaborate is one of the indented learning outcomes of clinical practicum, which can be seen as how students learn to work as part of the multi‐professional work community (Lee et al, 2019 ; Zhu et al, 2022 ) and with other students (Jacobsen et al, 2022 ; Zhu et al, 2022 ). In addition, students are expected to gain a professional competence for entering the healthcare profession (Kaihlanen et al, 2021 ; Zhu et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The role of the teacher and learning in clinical practicum scales: A psychometric testing of the Finnish versions

Strandell‐Laine,

Haapa,

Timonen

et al. 2023

Nursing Open

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AimTo test the psychometric properties of the further developed Role of the Teacher (Tc2) and the new Learning in Clinical Practicum (LCP) scales in a sample of Finnish healthcare students.DesignPsychometrical testing of the Tc2 and LCP scales.MethodsA sample consisting of 1133 healthcare students completed the further developed Tc2 scale and the new LCP scale between January and June 2020. Statistical data analysis was performed using explorative factor analysis and Cronbach's alpha coefficient. The STROBE checklist for cross‐sectional studies was applied in reporting.ResultsBoth the further developed Tc2 and the new LCP scales were shown to be valid and reliable. Explorative factor analysis confirmed a two‐factor solution for the Tc2 scale with a 76.3% explained variance and a one‐factor solution for the LCP scale with a 58.0% explained variance. The scales' internal consistency reliabilities were high (0.9).

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Nursing students' experiences with service learning: A qualitative systematic review and meta-synthesis

Cited by 11 publications

References 48 publications

A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

Impacts of COVID-19 pandemic on professional identity development of intern nursing students in China: A scoping review

The role of the teacher and learning in clinical practicum scales: A psychometric testing of the Finnish versions

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