Successful partnerships with third sector organisations to enhance the healthcare student experience: A partnership evaluation

The extent, variability, and attitudes towards volunteering among undergraduate nursing students: Implications for pedagogy in nurse education

“…The particular benefits of volunteering to nursing students centre on increasing the variety of social groups or situations to which students are exposed, increasing self-confidence; breaking down hierarchies, greater reflection on their own practice through doing (praxis), the development of more critical perspectives and improvements in terms of meeting particular competencies (Bell et al, 2014). The development of praxis and critical perspectives as part of nurse education may be one way in which progress towards greater compassion in nursing practice may be achieved, although research is needed to fully appreciate the process by which this is achieved.…”

“…The assumption that students benefit from volunteering, specifically in relation to skills development and employability supports positive action by Higher Education Institutions (HEIs) to embed volunteering into programmes. Embedding volunteering within academic programmes, for example through provision of a volunteering module whereby students may develop skills and achieve credits (Bell et al, 2014) may lead students to feel they have little choice but to take up a volunteering activity in order not to be disadvantaged in a limited job market.…”

“…While generally under-researched as a M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 5 teaching strategy the available research suggests that volunteering is perceived as allowing students to have more control over their learning, to gain experience in diverse environments, break down stereotypes and developing critical perspectives. Bell et al (2014) describe a partnership between De Montfort University and Macmillan Cancer Support whereby a volunteering module (hosted within the Department of Nursing and Midwifery) was offered to students in all faculties. It required 100 hours of volunteering over three years and the completion of an academic assignment.…”

“…The module included workshops and training sessions which were jointly delivered by Macmillan and academic staff. Bell et al (2014) report that the module was extremely popular and successful. Their analysis of nine interviews with members of the module steering group highlight a wide range of benefits for all stakeholders including meeting the aim of the university to contribute to the local community and helping Macmillan to meet its aims of supporting people with cancer and their families.…”

“…The assumption that students benefit from volunteering, specifically in relation to skills development and employability supports positive action by Higher Education Institutions (HEIs) to embed volunteering into programmes. Embedding volunteering within academic programmes, for example through provision of a volunteering module whereby students may develop skills and achieve credits (Bell et al, 2014) may lead students to feel they have little choice but to take up a volunteering activity in order not to be disadvantaged in a limited job market.The core values of nursing; to make the care of people the first concern (GMC, 2012), while not exclusive to nursing suggests student nurses are likely to exhibit values based motivators for volunteering, for example supporting good causes, and helping others (Handy et al, 2010).Utilitarian motivators, such as career enhancement and developing new skills are less likely to be important for student nurses whose career choice has been made, and for whom specific skills are embedded within approved undergraduate nursing programmes. Given the current job market in healthcare where demand outstrips supply the usefulness of volunteering as a means to build career contacts while training is questionable.…”