Student and Community Outcomes in Service-Learning: Part 2--Community Outcomes

Abstract

<p>This article is the second of a two-part series reporting outcomes from a service-learning program implemented in a bachelor of science in nursing program. Part 1 (on pages 512-515) described students’ perceptions of outcomes realized from the program, and Part 2 describes the community outcomes. The purposes of the program were to provide students with history-taking, blood pressure, and heart rate assessment skills, and beginning counseling skills, as well as to provide the university community with blood pressure screening and counseling in a convenient and accessible location. Data on community outcomes were collected on a continual basis during the hypertension screening and counseling program implementation. Clients were anonymously surveyed on health behavior actions taken after their screening and on the screening process. More than 700 client screenings were performed over 2 years, with positive health behavior changes being reported by clients.</p> <p><a href="http://www.slackjournals.com/article.aspx?rid=34940">Student and Community Outcomes in Service-Learning: Part 1—Student Perceptions</a></p>

The impact of nursing students on the health-related quality of life and perceived social support of a rural population in Ecuador: effects of a service-based learning course

“…Third, the study sample was small, and many were lost to follow-up after baseline data collection due to participants leaving the community, a work schedule that precluded them from participating in the intervention, or being otherwise unavailable during follow-up data collection. Similarly high rates of loss to follow-up are not uncommon in low resource settings [ 15 , 16 , 21 ]. Despite the small sample size, however, statistically significant differences between experimental and control conditions existed, suggesting that effects could have been even greater if the study was better powered.…”

Interdisciplinary Citizen Science and Design Projects for Hazard and Disaster Education

“…The problem-based environmental learning can be enhanced when grounded in local community context and driven in pursuit of community outcomes. Furthermore, student learning outcomes, achievement, engagement, and cultural competency increase when immersed in service learning projects (Lockeman and Pelco 2013;Hatcher 1997;Kilgo 2015;Carson and Domangue 2013;Miller, Rycoek, Fritson 2011;Reising, Allen, and Hall 2006). National organizations and foundations along with scholars have called for community impact and reciprocity in educational and research programs (Boyer 1996;Bryne 2006;National Academy of Sciences 2004;Carnegie 2006), but this is difficult to implement.…”

Volunteer Service and Service Learning: Opportunities, Partnerships, and United Nations Millennium Development Goals

“…Not only do students benefit from service learning; community recipients must also benefit from service learning. Reising, Allen, and Hall () found that hypertension screening and counseling sessions conducted by the Indiana University School of Nursing resulted in community members taking actions to address hypertension goals, decrease their hypertension levels, and decrease their risks for future hypertensive episodes. The participants of a promotora (community health worker) program reported that the educational sessions provided by nursing students benefited people in their community (Amerson, ).…”