The impact of service–learning on students' cultural competence

Chen, Hsiu‐Chin; McAdams-Jones, Dianne; Tay, Djin; Packer, John M.

doi:10.1016/j.teln.2011.11.002

Cited by 47 publications

(28 citation statements)

References 17 publications

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“…[23][24][25][26][27][28][29][30][31][32][33][34][35][36] Due to extensive evidence of the effectiveness of this framework, nurse educators should consider using it when structuring their courses. The timing of the course in the curriculum also needs to be considered.…”

Section: Teaching Methodsmentioning

confidence: 99%

“…Some studies that used this model showed its effectiveness in guiding teaching and learning methods, but there is a need for further research identifying predictors of cultural competence. [23][24][25][26][27][28][29][30][31][32][33][34][35][36] Many approaches were noted in the literature related to cultural competence in the curriculum, and are summarized as follows: the need to critically evaluate implementation and evaluation methods of cultural concepts in the curriculum, [4,9,10,12,15,17,38,39] use of a stand-alone course on culture in the curriculum, [22,30] integration of cultural concepts throughout the curriculum, [12,13,40] use of service learning projects and cultural immersion projects to increase cultural competence, [11,12,[41][42][43][44][45][46][47] lack of qualified faculty members to teach cultural concepts, [23,48] need for course material to adapt to the changing learning needs of students, [45] and international collaboration among teaching institutions to teach cultural competence. [6,35,39,49] While the above note...…”

Section: Introductionmentioning

confidence: 99%

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The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Silvestri-Elmore

Alpert²,

Kawi³

et al. 2016

JNEP

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Objective: Nurses are charged with providing quality care to all patients. In part, as a result of current and projected demographic changes in the United States, as well as the varying needs and circumstances of individual patients, nurses are faced with the challenges of providing culturally competent care. Preparing to care for a culturally diverse population begins during the teaching/learning process in the nursing curriculum. The aim of the study was to determine which teaching method(s) (stand-alone course on culture, integration of cultural concepts, cultural immersion) is/are the best predictor(s) of cultural competence after graduation. Methods: This study utilized a national sample. The target population was recent nursing graduates from programs accredited by the CCNE and ACEN in the U.S. A total of 126 cases (n = 126) were included in the final analysis. A survey method was used to collect data at one timepoint within 12 months of graduation. This study explored the difference between specified demographic variables and perceived level of cultural competence. This study also explored the differences in perceived level of cultural competence with and without a stand-alone course, integration of cultural concepts versus no integration, and with and without cultural immersion. Additionally, each variable was examined for their predictive ability and all study variables were analyzed simultaneously to assess their unique contribution to explaining the variance of perceived level of cultural competence. Results: Findings revealed variables that had a significant effect on perceived level of cultural competence were race/ethnicity, number of months practicing as a graduate nurse, and participation in a cultural immersion experience. Conclusions: Implications for nursing education include: (a) enabling faculty members to plan teaching methods pertaining to cultural content; (b) preparing graduates who are better able to serve the needs of current health care consumers with diverse backgrounds; and (c) determining a starting point for further research related to cultural competence.

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Section: Teaching Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Silvestri-Elmore

Alpert²,

Kawi³

et al. 2016

JNEP

View full text Add to dashboard Cite

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“…A mixed methods study described SL as having an impact on almost all of the cultural constructs measured and students reflected on the SL experience as positive, and that they perceived that their learning about language barriers as valuable. [19] 1.5 Difference in intercultural sensitivity between program levels of students…”

Section: Literature Review Of Slmentioning

confidence: 99%

Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

Thomas

Konieczny

2017

CNS

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Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students' scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

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“…A precondition for reciprocity in service learning is an increasing awareness of the need to develop a communityacademic partnership (Voss et al, 2015). This precondition is needed so that reciprocity can be achieved for the mutual benefit of all stakeholders (Baumberger-Henry et al, 2006), and to transform student learning so that they can develop caring behaviours (Bentley & Ellison, 2005;Chen et al, 2012;Eymard, Breaux, & Dozar, 2013;Hunt & Swiggum, 2007). According to Francis-Baldesari and Williamson (2008), who conducted a case study of partnership between a college of nursing and a community service organisation in John Islands, the US, the contribution of all stakeholders to develop strong communityacademic partnerships enhanced the integration of nursing education, research, and practice to produce better outcomes for both organisations, as well as people in the community.…”

Section: Reciprocitymentioning

confidence: 99%

Defining Service Learning in Nursing Education: An Integrative Review

Juniarti¹,

Zannettino²,

Fuller³

et al. 2016

JKP

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Despite the wide use of service learning, there is lack of a standardised definition and measurable outcomes. Definitions of service learning found in the literature vary from the very broad to the highly specific. The aim of this review was to generate a functional definition of service learning and identify its components to constructively design and evaluate service-learning approaches in nursing education. An integrative review of scholarly literature was conducted to enable a concept analysis. A comprehensive database search using the search terms through a range of electronic databases, including CINAHL, MEDLINE, ERIC, Scopus, and the Web of Science from the earliest retrievable records of each database to June 23, 2015. The search terms used in this review were nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. A total of 42 studies were included in the review. A functional definition of service learning is proposed and four components of service learning were identified in this review, namely a structured form of intra-curricular experiential learning, reflection, reciprocity, and setting specific outcomes and benefits for stakeholders. The proposed conceptual model of service learning could contribute to consistent development, implementation, and evaluation of service learning in nursing education.Keywords: Components, definition, nursing education, service learning. Mendefinisikan Metode Belajar Service Learning dalam PendidikanKeperawatan: Sebuah Kajian Integratif AbstrakMetode service learning telah banyak digunakan di institusi pendidikan keperawatan di dunia, tetapi tidak ada definisi standar dan hasil yang terukur dari metode ini. Definisi service learning yang ada saat ini sangat bervariasi mulai dari yang sangat umum sampai sangat spesifik. Tinjauan literature ini bertujuan untuk menyusun definisi fungsional dari metode service learning dan mengidentifikasi komponennya sehingga dapat digunakan untuk merancang dan mengevaluasi metode service learning dalam pendidikan keperawatan. Integrative review (tinjauan pustaka terintegrasi) dilakukan untuk melakukan analisis konsep service learning. Pencarian literature secara komprehensif melalui database elektronik yang terdiri dari CINAHL, MEDLINE, ERIC, Scopus, dan the Web of Science dari publikasi yang paling awal sampai dengan tanggal 23 Juni 2015. Kata kunci yang digunakan adalah: nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. Total 42 artikel penelitian dimasukkan dalam analisis. Definisi fungsional service learning telah disusun dan empat komponen utama service learning telah diidentifikasi yang terdiri dari pengalaman belajar lapangan intrakurikuler yang terstruktur, refleksi, reciprocity (manfaat timbal balik), dan penentuan hasil dan manfaat yang spesifik untuk semua pihak yang...

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The impact of service–learning on students' cultural competence

Cited by 47 publications

References 17 publications

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

The predictors of cultural competence among new baccalaureate degree nursing graduates: Implications for nursing education

Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

Defining Service Learning in Nursing Education: An Integrative Review

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