Service Learning Education and Practice Partnerships in Maternal-Infant Health

Hoebeke, Roberta; McCullough, Julie; Cagle, Lesa; Clair, Julie St.

doi:10.1111/j.1552-6909.2009.01062.x

Cited by 6 publications

(5 citation statements)

References 9 publications

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“…On the other hand, such an exercise does not necessarily promote the type of reflection associated with the theoretical foundation of service-learning. Hoebeke, McCullough, Cagle, and St. Clair (2009) and Kulewicz (2001) reported that students identified several lessons learned from the experience, making it questionable as to whether student reflection about social justice occurred. Authors must provide sufficient detail so that readers can distinguish between feedback and student quotations that are evaluative and those that are reflective.…”

Section: Questionable Student Reflection Activitiesmentioning

confidence: 95%

Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Brown

Schmidt

2016

Journal of Professional Nursing

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Section: Questionable Student Reflection Activitiesmentioning

confidence: 95%

Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Brown

Schmidt

2016

Journal of Professional Nursing

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“…Service learning provides an opportunity for APRN students to participate in actual, experiential service projects which benefit both the student and the community. Service learning has gained wide popularity in education environments, and is generally considered to be comprised of four components: direct engagement in community, reciprocal learning by all involved stakeholders, critical reflection of the students, and involvement and emphasis on community needs [20,21] . In a qualitative study designed to explore the lived experience of nursing student in service learning, Hunt [22] described themes related to service learning as both an eye opening experience, and as having the ability to challenge and transform assumptions, perceptions and stereotypes.…”

Section: Service Learningmentioning

confidence: 99%

Solutions to the conundrum: Implementing adult-gerontology graduate programs with current resources

Payne

Farrell

2014

JNEP

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Implementation of the Consensus Model has created new certifications and advanced practice nursing education programs. The combining or creation of new adult-gerontology programs prepares Advanced Practice Registered Nurses (APRNs) to care for the adult-gerontology population across the health spectrum of wellness to illness. As often occurs with legal or regulatory change, conundrums can develop for graduate nursing education programs during the implementation efforts as they struggle to meet the new requirements before needed resources are available. One of the most challenging problems has been developing the Adult-Gerontology population foci with available current resources. In order to address the conundrum, strategies need to be developed which will enhance graduate nursing education programs, create partnerships with practice and create service learning opportunities. The change of preparing adult-gerontology APRNs capable of delivering care across the spectrum of wellness to illness in a variety of health care settings will eventually help address the needs of society, but there are barriers to the initial implementation which have to be overcome in order to achieve a successful long term solution to the nation's health care requirements. Formative strategies to effectively deal with the conundrums will keep the process of change moving forward. Working together collaboratively in a team approach will enable academia, practice, and the community to identify and bridge the hurdles to achieve success.

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“…In a review of 25 articles about nursing student experiences in service-learning with vulnerable populations, educators used service-learning experiences to teach nursing skills, including collaboration, teamwork, leadership, and advocacy; they also emphasized responsibility for social justice (Gillis & MacLellan, 2010). Students have focused on a range of health issues in their service-learning activities, including mental health; tobacco use in elementary school; maternal-infant health initiatives such as education on folic acid for childbearing women and postpartum depression; blood pressure screening at a food bank; and working with families who were homeless at a shelter and local immigrant populations (Bassi, 2011;Broussard, 2011;Hoebeke, McCullough, Cagle, & St. Clair, 2009;Hunt, 2007;Lowenson & Hunt, 2011;Riner, 2013;Winship, 2009).…”

Section: Introductionmentioning

confidence: 99%

Engaging Communities in Nursing Education

Schaffer

Hargate

Marong³

2016

International Journal of Research on Service-Learning and Community Engagement

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This article highlights the efforts of a nursing program at a faith-based university to implement community engagement learning experiences in an undergraduate curriculum with the aim of preparing nurses to contribute to reducing health disparities, value cross-cultural efficacy, and develop a commitment to serving diverse populations. Students participated in community engagement learning experiences over five semesters in the same community organization, which was either a church, school, or other organization that served diverse populations. Both survey and focus groups were used to determine community partner, student, and faculty perceptions of community engagement learning experiences over the five semesters. Implications of evaluation data were used to revise both the structure and process of community engagement strategies. Revisions included strengthening orientation strategies; offering additional support for students in establishing relationships in their community organization; providing guidelines for communication between students, faculty, and community partners; and creating a plan for faculty oversight of student experiences.

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Service Learning Education and Practice Partnerships in Maternal-Infant Health

Cited by 6 publications

References 9 publications

Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Service–Learning in Undergraduate Nursing Education: Where is the Reflection?

Solutions to the conundrum: Implementing adult-gerontology graduate programs with current resources

Engaging Communities in Nursing Education

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