The Effect of Service-Learning on Critical Thinking Skills of Undergraduate Nursing Students: An Evidence-Based Project

2.50
Hdl Handle:
http://hdl.handle.net/10755/148649
Type:
Presentation
Title:
The Effect of Service-Learning on Critical Thinking Skills of Undergraduate Nursing Students: An Evidence-Based Project
Abstract:
The Effect of Service-Learning on Critical Thinking Skills of Undergraduate Nursing Students: An Evidence-Based Project
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Hultquist, Beth, MSN, RN
P.I. Institution Name:Darton College
Title:Nursing Instructor
[Invited Poster or Paper Session] Service-learning experiences are gaining popularity in nursing education.  The foundation of this exponential growth is the assumption that service-learning offers students real life experiences to build on classroom learning.  Inherent in discussing the value of service-learning is the assumption that these educational offerings increase students? critical thinking abilities.  This educational evidence based practice project asks in undergraduate nursing students, does a service-learning focus, when compared to traditional educational methods, improve critical thinking skills? Nursing education and general education research finds conflicting results.   After an extensive search of the literature, only four research articles were located and only one demonstrated minor improvement in critical thinking skills after a service-learning experience.  In that one instance, the researchers point not to the service-learning itself, but in the directed reflection that service-learning requires.  Improvement of critical thinking within service-learning is an assumption with only anecdotal proof.  This project concludes the current research is valuable in laying the groundwork with descriptive studies and pointing to the next step of experimentally designed studies.  The cost of service-learning to stakeholders in time and resources is too high to rely on anecdotal evidence of its effects.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Effect of Service-Learning on Critical Thinking Skills of Undergraduate Nursing Students: An Evidence-Based Projecten_GB
dc.identifier.urihttp://hdl.handle.net/10755/148649-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Effect of Service-Learning on Critical Thinking Skills of Undergraduate Nursing Students: An Evidence-Based Project</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hultquist, Beth, MSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Darton College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nursing Instructor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Beth.Hultquist@darton.edu</td></tr><tr><td colspan="2" class="item-abstract">[Invited Poster or Paper Session] Service-learning experiences are gaining popularity in nursing education.&nbsp; The foundation of this exponential growth is the assumption that service-learning offers students real life experiences to build on classroom learning.&nbsp; Inherent in discussing the value of service-learning is the assumption that these educational offerings increase students? critical thinking abilities.&nbsp; This educational evidence based practice project asks in undergraduate nursing students, does a service-learning focus, when compared to traditional educational methods, improve critical thinking skills? Nursing education and general education research finds conflicting results.&nbsp;&nbsp; After an extensive search of the literature, only four research articles were located and only one demonstrated minor improvement in critical thinking skills after a service-learning experience.&nbsp; In that one instance, the researchers point not to the service-learning itself, but in the directed reflection that service-learning requires.&nbsp; Improvement of critical thinking within service-learning is an assumption with only anecdotal proof.&nbsp; This project concludes the current research is valuable in laying the groundwork with descriptive studies and pointing to the next step of experimentally designed studies.&nbsp; The cost of service-learning to stakeholders in time and resources is too high to rely on anecdotal evidence of its effects.</td></tr></table>en_GB
dc.date.available2011-10-26T09:48:23Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:48:23Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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