Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Brown, Janet M.; Schmidt, Nola A.

doi:10.1016/j.profnurs.2015.05.001

Cited by 44 publications

(27 citation statements)

References 48 publications

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“…In regards to the research design of this study, it is recognised that the development or refinement of critical thinking skills, which are central to nursing practice, such as being able to identify issues, being receptive to new or different ideas, and foreseeing the consequences of one's actions are facilitated by the process of reflection (Brown & Schmidt, 2016). According to Bulman, Lathlean and Gobbi (2012, pg.…”

Section: Discussionmentioning

confidence: 99%

Nursing students' reflections on the learning experience of a unique mental health clinical placement

Patterson

Moxham

Brighton

et al. 2016

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Nursing students' reflections on the learning experience of a unique mental health clinical placement

Patterson

Moxham

Brighton

et al. 2016

Nurse Education Today

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show abstract

“…Another possibility, or necessity, would be to allow students to carefully and critically analyze their own performance during clinical practice (12) , thus recognizing the weaknesses and potentialities of their actions during the care. It is believed that this reflexive action could influence positively and strongly in the training of these students, also developing the skills of critical thinking (16) .…”

Section: Discussionmentioning

confidence: 98%

Teaching of infection control in undergraduate courses in health sciences: opinion of experts

et al. 2018

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“…Feelings of guilt and discomfort with a topic can be a stimulus for meaningful reflection. However, leading these reflection sessions may be challenging for faculty, [7] due to lack of formal preparation, discomfort with addressing sensitive topics or guilt about personal privilege. Schmidt & Brown [8] have published several practical strategies for facilitating meaningful reflection on difficult topics, including sample questions, prompts for journaling, and evaluation rubrics.…”

Section: Discussionmentioning

confidence: 99%

“…However, without thoughtful development and critical reflection, SLEs risk recreating cultural misunderstandings and replaying simplistic stereotypes. [6] Brown and Schmidt's [7] review revealed that inaccurate representations of reflection are common in reports about nursing service learning. The authors point out that reflection is what differentiates authentic service learning from volunteering and community-based learning, and that there is a need for a consistent approach to reflection exercises.…”

Section: Introductionmentioning

confidence: 99%

Faculty survey of service-learning and its impact on nursing students

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Krozy

Yarkony

2018

JNEP

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Objective: Service-learning experiences (SLEs) help instill cultural competence and prepare nurses for practice with diverse populations in varied settings. This study describes SLE activities implemented by supervising nursing faculty, explores faculty opinions about the importance of those activities to uncover disparities between practice and values, and solicits faculty opinions about the impact of service learning on the students.Methods: An online, quantitative survey collected data from faculty who lead SLEs in US nursing programs. Results: A total of 77 US nursing faculty from 32 states reported on SLEs, 23% of which were located outside of the US. Pre-experiential, experiential, and post-experiential SLE discussion topics most often included the host community healthcare system, health and economic disparities, cultural norms, and benefits of the SLE. Religious beliefs, poverty tourism, racism, and privilege were discussed less often. Students participated in a variety of nursing-related activities onsite and nearly all faculty required follow up activities. Most faculty agreed that meeting the immediate needs of the host community, building sustainable partnerships with host community, addressing personal growth of the students, and discussing inequities are important aspects of an SLE, although actual implementation of those activities varied. Students feel “changed” after the SLE and become more likely to advocate for the vulnerable and underserved, but can also feel overwhelmed and harbor guilt about inequities.Conclusions: Faculty report a wide range of discussion-based and hands-on activities in the pre-experiential, experiential, and post-experiential phases of the SLE. Overall, faculty believe that service learning positively impacts student development, but feelings of guilt and being overwhelmed can also persist after students return home.

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Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Cited by 44 publications

References 48 publications

Nursing students' reflections on the learning experience of a unique mental health clinical placement

Nursing students' reflections on the learning experience of a unique mental health clinical placement

Teaching of infection control in undergraduate courses in health sciences: opinion of experts

Faculty survey of service-learning and its impact on nursing students

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