Untitled

Abstract

The identification of effective instructional strategies to support learning is crucial for students and beneficial for educators with the aim of instilling critical thinking and developing culturally competent learners. The lack of critical thinking among beginning practitioners has resulted in the need to ensure cultural competency and self-efficacy among learners. Providing students with learning opportunities that enhance knowledge and practical application is important in the nursing profession. Service-learning is one method of instructional pedagogy used to bridge the theory to practice gap in education. An early understanding of cultural diversity will help to prepare learners to grow in confidence and become culturally competent in their nursing career. Strategies leading to the development of critical thinking and cultural competence is important in the development of student success. Problem-based learning and reflective writing are two examples of how students learn to apply theory to practical situations and events in the community. A recent phenomenological research study explored nursing student experiences of service-learning and the transformation of knowledge. Two categories of learners evolved each with unique characteristics. After an in-depth heuristic analysis, four themes unfolded signifying the influence of service learning in nursing education. Implications for the study focus on curricular alignment, assessment of agency selection, evaluation of student learning, and opportunities for leadership.