Outcomes of a Bystander Intervention Community Health Service-Learning Project

Decker, Kim; Hensel, Desirée; Fasone, Leslie

doi:10.1097/nne.0000000000000232

Cited by 3 publications

(5 citation statements)

References 16 publications

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“…Outros estudos que realizaram a mesma estratégia também puderam trazer evidências que esse tipo de intervenção traz para os alunos um senso de responsabilidade (DECKER, et al, 2016). Além disso, com a realização de trabalhos na comunidade, os alunos puderam coordenar eventos, promover saúde, conhecer os territórios e a importância do enfermeiro conhecer sua região de atuação, conhecer os líderes locais, puderam também contribuir com a realização de painéis de discussão, palestras, e planejamento de metas futuras em relação a saúde da comunidade (RUIZ, 2020).…”

Section: Página 941unclassified

Ferramentas De Desenvolvimento Da Liderança Na Formação Do Enfermeiro: Uma Revisão Integrativa Da Literatura

Rached¹,

Santos²,

Ferreira³

et al. 2022

Pesquisas E Inovações Em Ciências Humanas E Sociais: Produções Científicas Multidisciplinares No Século XXI, Volume 1

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RESUMO:O desenvolvimento da liderança do discente durante sua formação é algo essencial pois irá auxiliar na atuação inicial como profissional, logo, é necessário que as universidades adotem diferentes estratégias para o aprimoramento dessa competência durante o processo de ensino-aprendizagem. Objetivo: Sintetizar pesquisas publicadas referente as ferramentas utilizadas para o desenvolvimento da liderança de enfermagem durante a graduação de enfermagem. Método: Trata-se de uma revisão integrativa da literatura dos últimos cinco anos. Utilizado sete bases de dados. Incluídos estudos que apresentaram estratégias de ensinoaprendizagem para a formação da liderança de enfermagem. Resultados: Os principais resultados encontram-se o aprimoramento de estratégias de liderança como o cuidado centrado no paciente, trabalho em equipe e colaboração, prática baseada em evidências, segurança do paciente, melhoria da qualidade do cuidado. Das ferramentas foram apresentadas a utilização de discussão ou trabalho em grupos; envolvimento dos discentes para participação em comitês, eventos de networking; auto-reflexão; feedback de desenvolvimento; incentivo para a autoeficácia; coaching. Conclusão: Identificado diversas ferramentas para o conhecimento de liderança e das habilidades que a envolvem, todas buscam desenvolver no discente a capacidade de projetar, fornecer, gerenciar e coordenar os cuidados de enfermagem junto ao paciente bem como a capacidade de gerenciar pessoas.

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Section: Página 941unclassified

Ferramentas De Desenvolvimento Da Liderança Na Formação Do Enfermeiro: Uma Revisão Integrativa Da Literatura

Rached¹,

Santos²,

Ferreira³

et al. 2022

Pesquisas E Inovações Em Ciências Humanas E Sociais: Produções Científicas Multidisciplinares No Século XXI, Volume 1

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show abstract

“…Service learning (SL), defined as "a structured learning experience that combines community service with preparation and reflection, " has gained increasing prominence in undergraduate public health education as a way to connect academia with communities (1). Many courses engage undergraduates in service learning (1,2) and studies have focused on undergraduate student outcomes for SL-style courses and initiatives across various disciplines, including public health (3)(4)(5). The potential benefits of student engagement in SL classroom settings are numerous.…”

Section: Introductionmentioning

confidence: 99%

“Collaboration Toward One Collective Goal”: A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course

Yigletu

Kosinski

Kuah

et al. 2021

Front. Public Health

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Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

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“…These skills were measured by mapping individual activities with journal entries (12). Examples of these activities were monitoring safety during parties where drinking has taken place and disseminating information to others regarding the 4 topic areas (12). In each of these activities, the nursing students supported other students, either individually or in group settings (12).…”

Section: Implementation and Outcomesmentioning

confidence: 99%

“…Students engaged in a variety of activities to develop their skills as leaders, health promoters and professionals (12). These skills were measured by mapping individual activities with journal entries (12). Examples of these activities were monitoring safety during parties where drinking has taken place and disseminating information to others regarding the 4 topic areas (12).…”

Section: Implementation and Outcomesmentioning

confidence: 99%

“…Students were then asked to participate in 6 or more clinical hours in at least 1 of these focus areas within the campus community. Students engaged in a variety of activities to develop their skills as leaders, health promoters and professionals (12). These skills were measured by mapping individual activities with journal entries (12).…”

Section: Implementation and Outcomesmentioning

confidence: 99%

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Innovative Implementation of Social Determinants of Health in a New Concept-Based Curriculum

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Outcomes of a Bystander Intervention Community Health Service-Learning Project

Cited by 3 publications

References 16 publications

Ferramentas De Desenvolvimento Da Liderança Na Formação Do Enfermeiro: Uma Revisão Integrativa Da Literatura

Ferramentas De Desenvolvimento Da Liderança Na Formação Do Enfermeiro: Uma Revisão Integrativa Da Literatura

“Collaboration Toward One Collective Goal”: A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course

Innovative Implementation of Social Determinants of Health in a New Concept-Based Curriculum

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