Student Experiential Learning: A Collaborative Community Practice Project

Abstract

Theoretical and experiential learning in community assessment are essential components of the preparation of first-level community health nurses. This article describes a collaborative community practice project in which faculty incorporated senior baccalaureate community health nursing students as participants. Students assessed availability and utilization patterns of health care services in Spokane, Washington. Data derived from the survey were used by community planners in addressing issues of access to health care by low-income persons. Learning outcomes of this experiential process are described within the context of Burnard's Experiential Learning Model and community health nursing course objectives. Recommendations for design of similar experiential learning opportunities are made.

Partnership for Healthier Rural Communities

“…Traditionally, concepts of community as client and community assessment have been core components of undergraduate nursing curricula. It stands to reason that involvement in planning and conducting a community assessment can provide an excellent learning opportunity for students while addressing the needs of a community (Bayne et al 1994). This article describes a collaborative community health assessment project implemented by a university school of nursing and a rural Alabama community.…”

Collaboration Between Communities and Universities: Completion of a Community Needs Assessment

“…Other schools of nursing have responded to community needs through needs assessments (Bayne et al, 1994;Caretto & McCormick, 1994), health screening projects (Leatherman & Davidhizar, 1992), or migrant health clinics (Brown & Barton, 1992;Pickwell & Warnock, 1994). This collaboration is important for all involved-the faculty members, students, community residents, and agenciesbecause unique learning opportunities are provided while meeting the needs of communities.…”

A Student‐Directed Community Project to Support Sexually Abused Women Veterans Suffering from Post‐Traumatic Stress Disorder

“…At the Intercollegiate Center for Nursing Education in Spokane, Washington, senior nursing students assessed the availability and use of services offered by collaborating health care agencies. Consequently, the agencies were able to evaluate the impact of their programs ( Bayne et al, 1994).…”

“…Many projects have had such a positive impact that they have become permanently instituted at the community health agency. Challenges to conducting a community assessment and project include: time constraints, expense, difficulty in identifying the agency and population to be served, inexperience in negotiation skills, failure of agencies to take student projects seriously, inaccessibility to agency data, and discontinuity in data collection when the projects span several semesters ( Barton, Smith, Brown, & Supples, 1993; Bayne et al, 1994; Bennett, 1993; Hales & Magnus, 1991; Ura & Moneyham, 1998).…”

“…With comprehensive community assessment and project expectations, however, there is often disagreement on the level of experiential learning that can be realistically achieved. Traditionally, community assessments have been used to benefit students' educational requirements rather than to plan needed community change ( Bayne et al, 1994). Critical elements that often limit an in‐depth community assessment or a utilitarian project include time constraints, community agency restrictions on the scope of student practice, student difficulty in identifying community problems, and insufficient student empowerment to effect change ( Carlson‐Catalano, 1992; Kemp, 1994; Ura & Moneyham, 1998).…”