Student Engagement with Community

Knight‐McKenna, Mary; Felten, Peter; Darby, Alexa

doi:10.1002/tl.20292

Cited by 6 publications

(16 citation statements)

References 24 publications

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“…For example, the work integrated with learning in healthcare settings supports and stimulates the provision of high quality, therefore meeting the current and future care needs of individuals (Pennbrant & Svensson 2018 :191). Community engagement needs vigilant planning, communication and organisation (Knight-McKenna et al 2018 :72). This is to ensure that activities are successful and that people participate fully.…”

Section: Findings and Discussionmentioning

confidence: 99%

Community engagement in the Faculty of Health Science: A concept analysis

Nuuyoma

Makhene

2020

Health SA Gesondheid

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Background: Community engagement has been given different interpretations by scholars and organisations; in addition, current scientific literature has not reached a consensus on how it is defined. This difference in conceptualisation may lead to confusion regarding the meaning. The researcher observed that academic staff from the Faculty of Health Science at an institution of higher education in Namibia are not certain of what counts as community engagement. This has led to some activities from the faculty being cancelled from the institutional review reports as they were not recognised as community engagement.Aim: The aim of this article is to describe the concept analysis of community engagement.Setting: the study took place at a faculty of health science at a university in Namibia.Method: Concept analysis was done in accordance with the eight steps of the Walker and Avant model. A literature search was conducted to capture all potential definitions and uses of community engagement. A total of 225 definitions and uses of community engagement were recorded and used in the concept analysis. A list of definitions and uses of the concept of community engagement were documented with their citations, in a table with three columns. The first column (analysis) consisted of the identified definitions and uses of community engagement from the relevant literature. The second column (synthesis) consisted of reduced statements of the content presented in the first column. The third column (derivation) consisted of the final reduction into categories and connotations derived from the second column.Findings: Three broad categories were revealed as findings: (1) the antecedents of community engagement, which included community challenges, health inequalities, societal needs and the need for a social responsive approach in education, research and services; (2) a three-phase process of community engagement; and (3) the outcomes of community engagement. A theoretical definition and a conceptual map for the concept of community engagement were drawn from the findings.Recommendation: The results of the concept analysis of community engagement will be used to develop strategies for its facilitation in the Faculty of Health Science.

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Section: Findings and Discussionmentioning

confidence: 99%

Community engagement in the Faculty of Health Science: A concept analysis

Nuuyoma

Makhene

2020

Health SA Gesondheid

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“…Specifically focusing on actual experiences with families and individuals in communities makes a difference [ 24 ]. Research has shown that student engagement with the community and SLP, or any other type of community-based participation, provides a space for academic knowledge and skill and challenges to be applied and tested during learning [ 25 ]. Over the three years studied, this cohort of medical students found it a privilege to give and take many lessons from the experiences and opportunities in the medical school’s SL program.…”

Section: Discussionmentioning

confidence: 99%

Service-Learning Programs and Projects for Medical Students Engaged With the Community

Bamdas¹,

Averkiou²,

Jacomino³

2022

Cureus

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The medical school curriculum has changed from using the term "pedagogy" to framing adult learning theories with the goal of applying knowledge to a clinical situation or real-life experiences. Service-learning programs (SLPs) in medical schools illustrate one of several adult learning principles and practices now used in today's curriculum that better prepare medical students for working with a variety of patients. ObjectiveThe researchers' aim was to assess medical students' learning experiences while participating with nonprofit organizations during a curricula-designed SLP. MethodThe authors analyzed 60 reflective essays over a three-year academic period from 192 medical students placed in teams of two to four. A qualitative study with a thematic analysis research design was employed in our study. This iterative approach allowed the researchers to identify themes and interpret meaning. The study was completed in 2020 using data from 2017-2020. ResultsFour major themes and one overarching theme emerged that reflect adult learning theories including: (1) transfer learning of one's skills and knowledge to community and practice; (2) articulate a variety of ways to communicate with multiple, diverse community audiences; (3) employ a creative process for quality improvement strategies; (4) create positive trusting and rewarding relationships that highlight an enhanced level of conduct and professionalism. An overarching theme found was: collaboration emerges almost without forethought. Medical educators may find that replicating this SLP into the curriculum infrastructure provides agency and student buy-in. We established an SLP as part of the medical school curriculum that brings privilege and reward to students and to the community. Reflection provides for meaningfulness from SLP and helps students identify how experiential learning affects their professional development as members of the community and future health care providers. ConclusionImplementing SLPs into any medical school curriculum strengthens the adult learning theoretical delivery approach. Disseminating projects and lessons learned to and from the community also showcases experiential learning opportunities for medical students and other professionals. Many aspects of awareness from the medical students' engagement during the SLP emerged. They learned about specific aspects of community engagement and found it a privilege to give and take many lessons from the experiences and opportunities.

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“…Cycle 1 data revealed possible causes for students to not fully engage in community service work and provided a framework for co-constructing more engaged community services experiences in Cycle 2.The literature and research process were informed by a focus on Selfdetermination and motivation (Baeten, 2013;Cheon & Reeve, 2020;Conley & French, 2014;Curren, 2020;Ryan & Deci, 2017;DeRoberts & Bland, 2018;Noble-Carr, 2014;Murray, 2014;Paixão & Gamboa, 2016;Reeve & Haulsic, 2009;Rönkkö & Lepistö, 2016;Snodin, 2012;Stefanou et al, 2004) community action (Houser, 2016;Jones, 2017, Knight-McKenna, 2018; and collaboration and relationships (Courela, 2014;Jacobson, 2011;Jia et al, 2016;McHugh, 2018;Payne, 2013;Sanders, 2018). A review of the following literature on student motivation and success combined with the findings of Cycle 1 imply the need for developing a student driven and co-created learning process may gather important findings regarding self-determination in alternative school settings.…”

Section: Discussionmentioning

confidence: 99%

“…Engagement related to community service can increase skills in self-determination (Knight-McKenna, 2018). This theme is perhaps the richest in data, and provides evidence of a research design incorporating autonomy, relatedness, and competency and impacting a student's self-identity and purpose.…”

Section: Self-determinationmentioning

confidence: 94%

“…The role of the self within an organization is a functional concern of the human life (Ryan & Deci, 2017), and thus effective outcomes with the community help build those identities with outcomes that increase student community engagement (Knight-McKenna, 2018). Research has suggested that community service may bring in important pedagogical methods that inspire the youth and bring out their social action (Jones, 2017).…”

Section: Working Within a Communitymentioning

confidence: 99%

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"Knowledge is power, the richest people still be trying to learn": a study on self-determination and design thinking

McKenna

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Current educational structures have policy makers focused on standardized assessment achievement rather than social and relational development which influences success (McHugh, 2013). Many school districts lack systematic and coordinated efforts to increase the needs of students (Graves, 2017), and the circumstances become more difficult when schools are in underdeveloped environments not designed to excel. The same is for alternative programs, which are often an afterthought in education, and struggle to create success for students who fall through the gaps. These concerns lead to an action research study which investigated how community service through self-determinative skills and design thinking could increase student success and engagement. Self-Determination Theory is defined as a process that promotes autonomy, competency, and relatedness which drive basic psychological needs (Ryan & Deci, 2017). Meanwhile, Design thinking is an open-ended process of inquiry and reflection that offers students an outlet for the knowledge they've gained (Portnoy, 2019). Engaging in multiple cycles of qualitative data analysis and action research conducted through interviews, surveys, and a design thinking co-created with student participants presented new opportunities for students to find success, purpose, and collaboration. Data implies that community outreach can influence how students learn as social advocates. Results provide recommendations to best support design thinking and how it may promote student success and activism within society.

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Student Engagement with Community

Abstract: Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

Cited by 6 publications

References 24 publications

Community engagement in the Faculty of Health Science: A concept analysis

Community engagement in the Faculty of Health Science: A concept analysis

Service-Learning Programs and Projects for Medical Students Engaged With the Community

"Knowledge is power, the richest people still be trying to learn": a study on self-determination and design thinking

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