The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province

Abstract

BackgroundService-learning (SL) is a contested field of knowledge and issues of sustainability and scholarship have been raised about it. The South African Higher Education Quality Committee (HEQC) has provided policy documents to guide higher education institutions (HEIs) in the facilitation of SL institutionalisation in their academic programmes. An implementation framework was therefore needed to institutionalise the necessary epistemological shifts advocated in the national SL policy guidelines.ObjectivesThis article is based on the findings of a doctoral thesis that aimed at developing an SL implementation framework for the School of Nursing (SoN) at the University of the Western Cape (UWC).MethodMixed methods were used during the first four phases of the design and development intervention research model developed by Rothman and Thomas.ResultsThe SL implementation framework that was developed during Phase 3 specified the intervention elements to address the gaps that had been identified by the core findings of Phases 1 and 2. Four intervention elements were specified for the SL implementation framework. The first intervention element focused on the assessment of readiness for SL institutionalisation. The development of SL capacity and SL scholarship was regarded as the pivotal intervention element for three of the elements: the development of a contextual SL definition, an SL pedagogical model, and a monitoring and evaluation system for SL institutionalisation.ConclusionThe SL implementation framework satisfies the goals of SL institutionalisation, namely to develop a common language and a set of principles to guide practice, and to ensure the allocation of resources in order to facilitate the SL teaching methodology. The contextualised SL definition that was formulated for the SoN contributes to the SL operationalisation discourse at the HEI.

E-Service-Learning during the COVID-19 Pandemic: The Experiences of Mainland Chinese Students Enrolled at a University in Hong Kong

“…This places higher demands on students' organizational and adaptive skills. Through communication and cooperation with multicultural partners, students experienced cultural differences and gained skills to deal with them, laying the foundations for the future international work environment [49]. Program designers may consider leveraging this advantage of online service learning to promote students' intercultural competence in the future [50].…”