Constructing the foundations for compassionate care: How service-learning affects nursing students' attitudes towards the poor

Jarrell, Kay; Ozymy, Joshua; Gallagher, John; Hagler, Debra; Corral, Camille; Hagler, Andrew

doi:10.1016/j.nepr.2013.11.004

Cited by 45 publications

(40 citation statements)

References 17 publications

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“…[14,15] Evidence has also shown that in medical education, formal experiences with a marginalized population can positively influence student attitudes and change stereotypes. [16,17] Similarly, in a 2015 study of first year dental students participating in service learning programs, student reflections reported a heightened awareness of social health care issues, disparities, knowledge deficits, and patient differences as well as a focus on brainstorming solutions and improving how they professionally relate to the community. [10] Brondani also found service learning to help dental students better understand the unique challenges that vulnerable populations face.…”

Section: Elev8 Initiatives and Service Learningmentioning

confidence: 99%

Graduate student service learning in medically underserved communities

Schapiro

Green²,

Gutierrez³

2016

JNEP

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Introduction: This qualitative analysis aimed to ascertain the impact of community-oriented service learning experiences on community engagement of nurse practitioner students through the analysis of written student experience reflections. The UCSF Elev8 Healthy Students & Families project marked the beginning of an ongoing interprofessional academic-practice partnership in which health science graduate students have been assigned to service learning projects in school based health centers located in medically underserved neighborhoods. Methods: Semi-structured self-reflections were collected from nurse practitioner and dental students between 2011 and 2015. Sixty graduate students provided written reflections before, during and after their service learning experiences. Dimensional analysis, a form of grounded theory, was employed as the primary analytic strategy. Results: Several major processes were identified, including interprofessional learning and communication development. Tangible experiences with the social determinants of health proved centrally important to effective learning. Important conditions impacting the student experience were whether or not students were from or had experience in underserved communities and how they perceived the orientation/preparation. Conclusions: This project provided valuable opportunities for growth as clinicians, including familiarization with community engagement, communication skills, interprofessional opportunities, and role modeling possible career pathways for community youth. Academic institutions partnering with community health sites for service learning should integrate thoughtful orientation to sites and community health topics. Finally, creating a space to discuss how a student's own personal background impacts their experiences is critical and may serve to enrich the opportunity for all students involved.

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Section: Elev8 Initiatives and Service Learningmentioning

confidence: 99%

Graduate student service learning in medically underserved communities

Schapiro

Green²,

Gutierrez³

2016

JNEP

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“…The implementation of service learning starts with preparation which includes setting up the learning contract with the students, assessment, planning, intervention or implementation, and evaluation (Brown, 2009;Chen, McAdamsJones, Tay, & Packer, 2012;Foli, Braswell, Kirkpatrick, & Lim, 2014). Following such preparation, students then undertake the service learning activities which have varied from 12 hours (Hwang et al, 2013) to 14 weeks (Kazemi, Behan, & Boniauto, 2011) in various settings such as nursing homes (Hwang et al, 2013;Hwang et al, 2014;Yeh et al, 2009), schools (Bassi, 2011;Kazemi et al, 2011), and the community (Jarrell et al, 2014;Reising, Allen, & Hall, 2006;Schaffer, Mather, & Gustafson, 2000).…”

Section: A Structured Form Of Intra-curricular Experiential Learningmentioning

confidence: 99%

Defining Service Learning in Nursing Education: An Integrative Review

Juniarti¹,

Zannettino²,

Fuller³

et al. 2016

JKP

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Despite the wide use of service learning, there is lack of a standardised definition and measurable outcomes. Definitions of service learning found in the literature vary from the very broad to the highly specific. The aim of this review was to generate a functional definition of service learning and identify its components to constructively design and evaluate service-learning approaches in nursing education. An integrative review of scholarly literature was conducted to enable a concept analysis. A comprehensive database search using the search terms through a range of electronic databases, including CINAHL, MEDLINE, ERIC, Scopus, and the Web of Science from the earliest retrievable records of each database to June 23, 2015. The search terms used in this review were nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. A total of 42 studies were included in the review. A functional definition of service learning is proposed and four components of service learning were identified in this review, namely a structured form of intra-curricular experiential learning, reflection, reciprocity, and setting specific outcomes and benefits for stakeholders. The proposed conceptual model of service learning could contribute to consistent development, implementation, and evaluation of service learning in nursing education.Keywords: Components, definition, nursing education, service learning. Mendefinisikan Metode Belajar Service Learning dalam PendidikanKeperawatan: Sebuah Kajian Integratif AbstrakMetode service learning telah banyak digunakan di institusi pendidikan keperawatan di dunia, tetapi tidak ada definisi standar dan hasil yang terukur dari metode ini. Definisi service learning yang ada saat ini sangat bervariasi mulai dari yang sangat umum sampai sangat spesifik. Tinjauan literature ini bertujuan untuk menyusun definisi fungsional dari metode service learning dan mengidentifikasi komponennya sehingga dapat digunakan untuk merancang dan mengevaluasi metode service learning dalam pendidikan keperawatan. Integrative review (tinjauan pustaka terintegrasi) dilakukan untuk melakukan analisis konsep service learning. Pencarian literature secara komprehensif melalui database elektronik yang terdiri dari CINAHL, MEDLINE, ERIC, Scopus, dan the Web of Science dari publikasi yang paling awal sampai dengan tanggal 23 Juni 2015. Kata kunci yang digunakan adalah: nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. Total 42 artikel penelitian dimasukkan dalam analisis. Definisi fungsional service learning telah disusun dan empat komponen utama service learning telah diidentifikasi yang terdiri dari pengalaman belajar lapangan intrakurikuler yang terstruktur, refleksi, reciprocity (manfaat timbal balik), dan penentuan hasil dan manfaat yang spesifik untuk semua pihak yang...

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“…[4] After completing service learning programs, students reported increased personal satisfaction and an improved awareness of unmet health and social resources within the community. [3,5] Students participating in service learning also demonstrated greater knowledge of diversity, awareness of political implications, civic engagement, and community self-efficacy and were also more likely to participate in continued service following graduation. [6] Service learning also has a positive impact on the professional development of undergraduate nursing students during their clinical experiences.…”

Section: Introductionmentioning

confidence: 99%

“…[2] Service learning exposes students to the social determinants of health and allows them to challenge preconceived notions about underserved populations. [3] This process also allows students to gain new cultural perspectives, improve cultural sensitivity, and practice skills of cross-cultural care. [4] After completing service learning programs, students reported increased personal satisfaction and an improved awareness of unmet health and social resources within the community.…”

Section: Introductionmentioning

confidence: 99%

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The Community Champions Program at the University of Pennsylvania School of Nursing

Mintz

Low

McCurry

et al. 2017

JNEP

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The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

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Constructing the foundations for compassionate care: How service-learning affects nursing students' attitudes towards the poor

Cited by 45 publications

References 17 publications

Graduate student service learning in medically underserved communities

Graduate student service learning in medically underserved communities

Defining Service Learning in Nursing Education: An Integrative Review

The Community Champions Program at the University of Pennsylvania School of Nursing

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