Service-learning in nursing: integrating student learning and community- based service experience through reflective practice

Julie, Hester; Daniels, Priscilla; Adonis, Tracey-Ann

doi:10.4102/hsag.v10i4.206

Cited by 18 publications

(7 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Three articles were from Taiwan (Hwang, Wang, & Lin, 2013;Hwang, Wang, Tu, Chen, & Chang, 2014;Yeh, Rong, Chen, Chang, & Chung, 2009), three from South Africa (du Plessis, Koen, & Bester, 2013;Julie et al, 2005;Mthembu & Mtshali, 2013); and one each from Canada (Schofield et al, 2013) and Ethiopia (Downes, Murray, & Brownsberger, 2007). In terms of the populations sampled in the included studies, the majority were undergraduate nursing students, although there were two studies involving postgraduate nursing students.…”

Section: Origins and Design Of The Papersmentioning

confidence: 99%

“…Bassi (2011, p. 165) stated that reflection is "a framework within which students process and synthesise information from their experiences" (p. 165). A precondition for reflection is the importance of creating meaning within the service learning experience (Julie et al, 2005). This is an integral component of service learning (Baumberger-Henry, Krouse, & Borucki, 2006) in order to improve the critical thinking of nursing students (Sedlak, Doheny, Panthofer, & Anaya, 2003) and to promote caring behaviour (Schofield et al, 2013).…”

Section: Reflectionmentioning

confidence: 99%

“…Three articles focused on the students' outcomes in order to understand the course content, to recognise the value of the nursing discipline, and to increase social responsibility (Baker et al, 2004;Julie et al, 2005;White et al, 1999). Service learning was also viewed as an appropriate method to increase caring behaviour among nursing students (du Plessis et al, 2013;Schofield et al, 2013).…”

Section: Setting Specific Outcomes and Benefits For Stakeholdersmentioning

confidence: 99%

“…Service learning is an educational experience that equally benefits the educational institution and the organization where the service is provided (Schoener & Hopkins, 2004, p. 242) A more specific definition of service learning, which includes educational experience, reflection, and specified outcomes, was cited in three articles (Baker, Bingle, Hajewski, Radant, & Urden, 2004;Julie, Daniels, & Adonis, 2005;White, Festa, Allocca, & Abraham, 1999) namely:…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Defining Service Learning in Nursing Education: An Integrative Review

Juniarti¹,

Zannettino²,

Fuller³

et al. 2016

JKP

View full text Add to dashboard Cite

Despite the wide use of service learning, there is lack of a standardised definition and measurable outcomes. Definitions of service learning found in the literature vary from the very broad to the highly specific. The aim of this review was to generate a functional definition of service learning and identify its components to constructively design and evaluate service-learning approaches in nursing education. An integrative review of scholarly literature was conducted to enable a concept analysis. A comprehensive database search using the search terms through a range of electronic databases, including CINAHL, MEDLINE, ERIC, Scopus, and the Web of Science from the earliest retrievable records of each database to June 23, 2015. The search terms used in this review were nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. A total of 42 studies were included in the review. A functional definition of service learning is proposed and four components of service learning were identified in this review, namely a structured form of intra-curricular experiential learning, reflection, reciprocity, and setting specific outcomes and benefits for stakeholders. The proposed conceptual model of service learning could contribute to consistent development, implementation, and evaluation of service learning in nursing education.Keywords: Components, definition, nursing education, service learning. Mendefinisikan Metode Belajar Service Learning dalam PendidikanKeperawatan: Sebuah Kajian Integratif AbstrakMetode service learning telah banyak digunakan di institusi pendidikan keperawatan di dunia, tetapi tidak ada definisi standar dan hasil yang terukur dari metode ini. Definisi service learning yang ada saat ini sangat bervariasi mulai dari yang sangat umum sampai sangat spesifik. Tinjauan literature ini bertujuan untuk menyusun definisi fungsional dari metode service learning dan mengidentifikasi komponennya sehingga dapat digunakan untuk merancang dan mengevaluasi metode service learning dalam pendidikan keperawatan. Integrative review (tinjauan pustaka terintegrasi) dilakukan untuk melakukan analisis konsep service learning. Pencarian literature secara komprehensif melalui database elektronik yang terdiri dari CINAHL, MEDLINE, ERIC, Scopus, dan the Web of Science dari publikasi yang paling awal sampai dengan tanggal 23 Juni 2015. Kata kunci yang digunakan adalah: nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. Total 42 artikel penelitian dimasukkan dalam analisis. Definisi fungsional service learning telah disusun dan empat komponen utama service learning telah diidentifikasi yang terdiri dari pengalaman belajar lapangan intrakurikuler yang terstruktur, refleksi, reciprocity (manfaat timbal balik), dan penentuan hasil dan manfaat yang spesifik untuk semua pihak yang...

show abstract

Section: Origins and Design Of The Papersmentioning

confidence: 99%

Section: Reflectionmentioning

confidence: 99%

Section: Setting Specific Outcomes and Benefits For Stakeholdersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Defining Service Learning in Nursing Education: An Integrative Review

Juniarti¹,

Zannettino²,

Fuller³

et al. 2016

JKP

View full text Add to dashboard Cite

show abstract

“…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. …”

mentioning

confidence: 99%

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

Ebrahim¹,

Julie²

2017

AJHPE

View full text Add to dashboard Cite

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 ...

show abstract