Teaching caring and competence: Student transformation during an older adult focused service-learning course

Brown, Karen McCarthy; Bright, Leslie M.

doi:10.1016/j.nepr.2017.08.013

Cited by 67 publications

(51 citation statements)

References 19 publications

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“…Consistent with many previous studies (e.g. Brown and Bright 2017;Celio et al 2011;Ma et al 2019;Peters et al 2006), it also provides empirical evidence that SL promotes meaningful, positive changes to students as it builds community engagements, fosters a sense of empathy, respect and caring for others, and enhances leadership, social skills, teamwork, and cognitive and behavioral capabilities, etc.…”

Section: Discussionsupporting

confidence: 87%

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Shek

M.S.

Yang

2019

Applied Research Quality Life

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As service-learning is still at its infancy in Hong Kong, there is a need to systematically evaluate the effectiveness of service-learning projects and bring important implications to the curriculum. In this study, we evaluated the effectiveness of a service-learning initiative that involved a corporate-community-university partnership (Project WeCan). In total, 138 university students (service providers) were included. We evaluated the project through three mechanisms. First, pretest and posttest data showed that students changed in the positive direction in terms of the intended learning outcomes in the civic engagement, cognitive and academic domains. Second, students showed positive changes in terms of psychosocial competencies and self-leadership. Finally, qualitative analyses of the reflective journals showed that students demonstrated positive changes in the areas of social responsibility, interpersonal competence, and intrapersonal skills. The findings underscore the utility of service-learning as an effective pedagogy to promote holistic development of university students.

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Section: Discussionsupporting

confidence: 87%

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Shek

M.S.

Yang

2019

Applied Research Quality Life

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“…From the researcher`s point of view, this is expected finding that the practice setting is able to provide the students with a positive learning environment through the collaboration between the nursing service and the college of nursing, continues and direct supervision of qualified preceptors and clinical resource nurses, availability of experience, these findings are in consistent with Dunn and Burnett (1995); Emmanuel (2013),described that the clinical learning environment as an interactive network of forces within this environment students develop their attitudes, competence, interpersonal communication skills, critical thinking and clinical problem solving abilities which are required to build their self -confidence. It is also in consistent with the study done by Brown and Bright (2017); Hart (1994)who reported that, this innovative teaching strategy lead to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills (Swarna Sep-Oct 2015).…”

Section: Student`s Reflections On Their Clinical Experience Includingsupporting

confidence: 82%

Experience of Nursing Students in Clinical Practice: A Qualitative Study

Miligi¹,

Selim²,

Salem³

et al. 2019

IJN

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Background: Nursing is a profession which is based on practice. Clinical training plays a critical role in nursing students' achievement of professional competencies. The quality of nurse education depends on the quality of the clinical experience (Elliot, 2002; Napthine, 1996). The clinical experiences are central to the student's preparation (Penman and White, 2005; Papp et al, 2003). The Aim of the present study is to capture the nursing students' experience during their clinical training. A qualitative Phenomenological approach was used. Data was collected from all nursing students in King Saud Bin Abdul aziz University for health sciences (KSAU-HS), College of Nursing-Riyadh. The sample consisted of 172 nursing students were recruited. Two tools were used to collect data for the study. First tool was interview questionnaire sheet for socio demographic data and the second one was interview schedule conducted on focus groups according to their preference. Students expressed that they could practice on real situations. They experienced anxiety while communicating with male patients. Dealing with critical patients were the worst moments in their life. The study concluded that the students' reflections support that rigorous class room learning and the presence of instructor during clinical training prepare the students to face the challenges.

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“…Nurse education (internationally) has been considered to develop both positive and negative attitudes towards older people, reasons for this are complex and multifaceted. A context-based curriculum (Williams et al, 2007) and learning with older adults (Brown & Bright, 2017;Koskinen et al, 2016) were shown to foster positive attitudes, decrease misconceptions and challenge stereotypes.…”

Section: Literature Reviewmentioning

confidence: 99%

Visual perceptions of ageing; A longitudinal mixed methods study of UK undergraduate student nurses’ attitudes and perceptions towards older people

Ridgway

Mason‐Whitehead

McIntosh-Scott

2018

Nurse Education in Practice

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Ageism and negative attitudes are said to be institutionally embedded in healthcare during a time when there are unprecedented increases in older population numbers. As nurses' care for older people in a range of environments it is important to examine attitudes and perceptions of undergraduate nurses towards older people. A longitudinal mixed methods study in conjunction with a three-year undergraduate UK nursing programme 2009-2012 was conducted with 310 undergraduate nurses. A questionnaire incorporating Kogan's attitude towards older people scale and a drawing of a person aged 75 years was completed three times, once each year. Thurstone scale and photo elicitation were also employed. Comparisons were made between individual participant's attitude score and drawing. The study established 75% of participants had moderately positive attitudes towards older people when the programme began, at the programme end this had increased to 98%. Age, gender, educational qualifications, practice learning, nursing field and contact with older people influenced participants' overall attitude score. Drawings provided a visual narrative of participants' perceptions of older people, appearance was a dominant discourse and the images were socially constructed. The study established the undergraduate nursing programme influenced attitudes and perceptions towards older people and suggests nurse education can influence changing attitudes. To date there is no known study that has advanced this understanding.

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Teaching caring and competence: Student transformation during an older adult focused service-learning course

Cited by 67 publications

References 19 publications

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Experience of Nursing Students in Clinical Practice: A Qualitative Study

Visual perceptions of ageing; A longitudinal mixed methods study of UK undergraduate student nurses’ attitudes and perceptions towards older people

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