Engaging Students Through Service-Learning Opportunities in Public Health

Coombs, Casey; Savoie‐Roskos, Mateja R.; Elnakib, Sara

doi:10.1016/j.jneb.2019.09.008

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…For example, in Arkansas a service learning experience was attempted with a vulnerable population (the homeless) for student nurses, the aim of which was to acquire favourable advocacy for this group, to change the nurses' initial attitudes and perception, and ultimately improve the health of disadvantaged populations (14). These experiences allowed students to use their academic knowledge and skills in a speci c social context (15) and led to an improvement of students' academic results, a decrease in the students' fear of populations they did not know, an increase in empathy, and also had a positive effect on leadership skills (13,14,16). These outcomes are in agreement with that results presented herein.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

Leblanc

Occelli

Étienne

et al. 2021

Preprint

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Background. The French government set up a community-based service learning programme on health promotion for undergraduate health students to involve them in key public health objectives. At the University of Lyon, students first underwent formal instruction, including e-learning, lectures, and interactive seminars, and then became health educators for school pupils. The main objective of the present study was to assess the process of implementing this programme during the 2018-2019 academic year.Methods. Satisfaction and perception of medical and midwife students with service learning experiences were assessed by a questionnaire, semi-directive interviews, and observations.Results. Over time the students evolved from a negative perception of service learning to a positive one. Students were mostly satisfied by interactive seminars that allowed them to gain confidence and competence in health education. They felt valued by taking part in this service learning. They became more aware of their educative responsibilities on public health issues as future professionals.Conclusions. Students had a positive perception of the implementation of a community-based service learning programme in our University, as it seems a good way to raise their awareness of prevention and health education issues.

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Section: Discussionmentioning

confidence: 99%

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

Leblanc

Occelli

Étienne

et al. 2021

Preprint

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“…The literature documents wide-ranging benefits students gain from servicelearning programs such as improved critical thinking skills as well as stronger leadership, communication, and interpersonal skills (5,8). Participation in service-learning courses promotes program satisfaction (9), academic achievement (5,(8)(9)(10), and job marketability (9,11) among students. Finally, service-learning experiences enhance students' civic engagement (2,4,7), cultural awareness, and practice of cultural humility (8,12).…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

“…In cases where students have nascent project management skills and limited professional experience (9,10,13), it can be difficult to achieve mutual benefits among students and community partners.…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

“…Most service-learning program descriptions within public health training do not reference either a traditional or critical service-learning framework (8,9,11,13,14,22,23). Several published programs align with a traditional service-learning model, due to the exclusive focus on student benefits and the absence of an explicit commitment to power sharing, authentic partnerships, or social change.…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

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MPH Capstone experiences: promising practices and lessons learned

Landfried,

Chen,

Savelli

et al. 2023

Front. Public Health

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To ensure workforce readiness, graduate-level public health training programs must prepare students to collaborate with communities on improving public health practice and tools. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to complete an Integrative Learning Experience (ILE) at the end of their program of study that yields a high-quality written product demonstrating synthesis of competencies. CEPH suggests written products ideally be “developed and delivered in a manner that is useful to external stakeholders, such as non-profit or governmental organizations.” However, there are limited examples of the ILE pedagogies and practices most likely to yield mutual benefit for students and community partners. To address this gap, we describe a community-led, year-long, group-based ILE for MPH students, called Capstone. This service-learning course aims to (1) increase capacity of students and partner organizations to address public health issues and promote health equity; (2) create new or improved public health resources, programs, services, and policies that promote health equity; (3) enhance student preparedness and marketability for careers in public health; and (4) strengthen campus-community partnerships. Since 2009, 127 Capstone teams affiliated with the Department of Health Behavior at the Gillings School of Global Public Health at The University of North Carolina at Chapel Hill have worked with seventy-nine partner organizations to provide over 103,000 h of in-kind service and produce 635 unique products or “deliverables.” This paper describes key promising practices of Capstone, specifically its staffing model; approach to project recruitment, selection, and matching; course format; and assignments. Using course evaluation data, we summarize student and community partner outcomes. Next, we share lessons learned from 13 years of program implementation and future directions for continuing to maximize student and community partner benefits. Finally, we provide recommendations for other programs interested in replicating the Capstone model.

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“…Engaging in a project within the community may provide opportunities for participants to become more involved citizens of their community, learn how to collaborate with others, and gain greater cultural awareness of others' beliefs and values (Fredericks, 2003;McKay-Jackson, 2014). Cited frequently within public health, service learning is considered an ideal vehicle for addressing social justice issues and health disparities because it requires extensive collaboration between academic institutions, students, and the community (Coombs et al, 2019). Service learning can be used as a mechanism to facilitate community-university partnerships and can assist with integrating curriculum and learning into a reciprocally advantageous relationship between academia and the community (Williamson et al, 2016).…”

Section: Implementation Science Research and Practice: Professional Developmentmentioning

confidence: 99%

Evaluating an Implementation Science Training Program: Impact on Professional Research and Practice

Vroom

Albizu-Jacob

Massey

2021

Glob Implement Res Appl

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Real-world application and implementation of evidence-based practice continue to be a challenge across multiple sectors, including behavioral health settings. Providing the opportunity for future researchers and practitioners to gain capacity and knowledge through structured experiential learning in implementation science is critical to closing the research to practice gap. The Institute for Translational Research Education in Adolescent Drug Abuse (ITRE) is a graduate certificate program that offers specific coursework, a large-scale service-learning project based in the community, and mentorship related to implementation science research and practice. The purpose of this evaluation was to examine, from the perspective of ITRE scholars, the perceived impact on the development of professional research and practice skills once graduated from the ITRE program. Fifty-eight semi-structured interviews across five cohorts were selected randomly for in-depth thematic analysis (n = 58). Results suggest that the ITRE provides a unique approach grounded in implementation science for building robust and transferable skills for future researchers and practitioners working in a variety of behavioral healthcare settings.

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Engaging Students Through Service-Learning Opportunities in Public Health

Cited by 4 publications

References 3 publications

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

MPH Capstone experiences: promising practices and lessons learned

Evaluating an Implementation Science Training Program: Impact on Professional Research and Practice

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