Service-Learning for Graduate Students

Abstract

Although service-learning is gaining momentum in academic settings across the country, it has not been described as a feature of graduate education. This project incorporated a ten-hour service requirement into a unit on theories of nurse caring as part of a course for graduate nursing students, Theories and Concepts of Nursing. The authors describe the service-learning experience, as well as the extensive class reflection process and written synthesis with caring theory and the University mission after completion of the service.

Prepracticum Service‐Learning in Counselor Education: A Qualitative Case Study

“…Our findings of the extent of student counselors' participation during PPSL seemed to align with previous examinations of servicelearning at the graduate level. In particular, like other graduate students conducting service-learning (e.g., Logsdon & Ford, 1998;Reittinger & Schwabbauer, 2002), student counselors at MU seemed to be called on to design and carry out broad-based interventions (e.g., psychoeducational presentations to entire classes) and asked to conduct activities that were informed by discipline-specific practices and knowledge (e.g., cofacilitating counseling groups). Unlike what has been documented in most other instances of service-learning at the graduate level (e.g., Barbee et al, 2003;Reittinger & Schwabbauer, 2002), we recorded explicitly stated limitations concerning student counselors' levels of participation during PPSL at MU.…”

Community Service-Learning in Graduate Planning Education

“…For community-based practitioners, CSL can provide access to new ideas and approaches, valuable university resources and enhanced organizational capacity (Carpenter 2011; Lucas, Sherman, and Fischer 2013). These benefits of CSL are well rehearsed within scholarly literature (Logsdon and Ford 1998; Lu and Lambright 2010; Lucas, Sherman, and Fisher 2013). 1…”

Dental Students' Reflections on Their Community‐Based Experiences: The Use of Critical Incidents

“…In response to calls for change, increasing numbers of health professions educational programs including dental schools have integrated communitybased education into their curricula. 7,[11][12][13][14][15][16][17] Community-based education holds great promise for training students how to function as health professionals in the real world. 7,11,[16][17][18][19][20] This type of experiential education offers students first-hand knowledge of people and communities and introduces them to the complexities of professional life and nuances of patient care beyond the classroom and school clinics.…”

“…7,[11][12][13][14][15][16][17] Community-based education holds great promise for training students how to function as health professionals in the real world. 7,11,[16][17][18][19][20] This type of experiential education offers students first-hand knowledge of people and communities and introduces them to the complexities of professional life and nuances of patient care beyond the classroom and school clinics. 16,21 Community-based experiences provide a valuable setting for students to place their roles as health professionals into the larger social context and apply what they are learning in schools to actual situations.…”