A Global Service-Learning Experience for Nursing Students in Tanzania: A Model for Collaboration

Nursing Forum ◽  
2013 ◽  
Vol 48 (4) ◽  
pp. 256-261 ◽  
Author(s):  
Judy Kreye ◽  
Sharon Oetker-Black
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Learning Experience ◽  
Global Service Learning

scholarly journals Impact of a service learning experience on the intercultural sensitivity of nursing students

2017 ◽  
Vol 5 (2) ◽  
pp. 41
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Clinical Practicum ◽  
Intercultural Communication Competence ◽  
Social Contributions ◽  
Centered Care ◽  
The Impact

Service learning (SL) is an educational strategy to develop intercultural sensitivity. Nursing students benefit from the opportunity to care for persons from diverse cultures. Social awareness and making significant social contributions is part of professional nursing. Nursing students are educated to provide culturally sensitive, person-centered care incorporating the values of social justice, diversity, and global awareness. The SL experience was independent from a specific nursing course and exclusive from a designated clinical practicum. This descriptive quantitative study examines the impact of a SL experience in Appalachia on intercultural sensitivity. Intercultural sensitivity is in the affective domain of intercultural communication. Appalachia has distinct cultural differenences related to both geographical and socioeconomic factors. Intercultural sensitivity is in the affective dimension of intercultural communication competence. The Intercultural Sensitivity Scale (ISS), developed by Chen & Starosta, was the instrument used for measurement. Study findings demonstrate an impact on interaction engagement and interaction attentiveness for study participants.

scholarly journals Service-learning: experience of teacher-tutors in the nursing career

Medwave ◽  
2021 ◽  
Vol 21 (06) ◽  
pp. e8218-e8218
Author(s):  
Jessica Godoy-Pozo ◽  
Daniela Bustamante ◽  
Tania Valenzuela ◽  
Jesús Sánchez Güenul ◽  
Mónica Illesca-Pretty ◽  
...  
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Learning Experience ◽  
Structured Interviews ◽  
Generic Competencies ◽  
Study Results ◽  
Level 3 ◽  
Analysis Of Results ◽  
Nursing Career ◽  
The University

Introduction The learning process demands appropriate and effective strategies. Furthermore, the service-learning methodology implies significant challenges for both the student and the teacher-tutor. Objective To reveal the experience of community-based teacher-tutors work with nursing students from the Austral University of Chile, using the service-learning methodology. Method Descriptive and exploratory qualitative research through an intrinsic case study. Non-probabilistic and intentional sample of cases by criteria and convenience. Five teachers from the Austral University of Chile Nursing Institute hired by the university were interviewed. They fulfilled the role of teacher-tutor after signing the informed consent. The information was obtained through semi-structured interviews, and the analysis was carried out through the data reduction methodology, which considers the analysis of results at three levels. The Scientific Ethics Committee of the Austral University of Chile School of Medicine approved the study. Results At level 1: One hundred and seven (107) units of meaning were identified, grouped into five descriptive categories. At level 2, three meta-categories were formed: "opinion of the tutor-teachers on working with the service-learning methodology", "factors that influence working with the service-learning methodology" and "generic competencies developed with the service-learning methodology. Finally, at level 3, two qualitative domains were identified: "Teacher-tutors appreciation for the development of the service-learning methodology" and "Contributions of the service-learning methodology for developing generic competencies". Conclusions The efficient implementation of the methodology requires training and motivation of tutors, teachers, students and community partners.

Effects of a service learning experience on confidence and clinical skills in baccalaureate nursing students

2018 ◽  
Vol 61 ◽  
pp. 43-48 ◽  
Author(s):  
Jennifer Saylor ◽  
Lindsey Hertsenberg ◽  
Malissa McQuillan ◽  
Ashley O'Connell ◽  
Kimberly Shoe ◽  
...  
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Baccalaureate Nursing ◽  
Clinical Skills ◽  
Learning Experience ◽  
Baccalaureate Nursing Students

scholarly journals Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

2020 ◽  
Author(s):  
Jun Wang ◽  
Jie Guo ◽  
Yubin Wang ◽  
Dan Yan ◽  
Juan Liu ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
The Other ◽  
Pharmacy Students ◽  
Control Group ◽  
Students Attitudes ◽  
Student Team

Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

Exploring the Use of Critical Reflective Inquiry With Nursing Students Participating in an International Service-Learning Experience

2015 ◽  
Vol 54 (9) ◽  
pp. S95-S98 ◽  
Author(s):  
Alicia J. Curtin ◽  
Diane C. Martins ◽  
Donna Schwartz-Barcott ◽  
Lisa Adorno DiMaria ◽  
Béliga Milagros Soler Ogando
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Learning Experience ◽  
Reflective Inquiry ◽  
International Service Learning ◽  
International Service
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