Linking Teaching and Research Through Community-Based Service Learning: The Impact on Traditional and Accelerated Nursing Students and High-Risk Communities

2.50
Hdl Handle:
http://hdl.handle.net/10755/154445
Type:
Presentation
Title:
Linking Teaching and Research Through Community-Based Service Learning: The Impact on Traditional and Accelerated Nursing Students and High-Risk Communities
Abstract:
Linking Teaching and Research Through Community-Based Service Learning: The Impact on Traditional and Accelerated Nursing Students and High-Risk Communities
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Sternas, Kathleen A., PhD, RN
P.I. Institution Name:Seton Hall University
Title:Associate Professor
Co-Authors:Mary Ann Scharf, EdD
Objectives: High-risk communities present challenges to health care providers. This presentation describes a model of community partnership which has demonstrated positive student and community partner outcomes. Design: A descriptive design was used. Sample: Traditional (n=61)and accelerated(second degree, n=55)community health nursing students and 23 agency partners. Variables: Cultural awareness, competence in assessment and intervention for high-risk communities, collaboration with culturally diverse health professionals,leadership, Internet abilities, interest in community nursing, and benefits to partners. Methods: Students selected a topic for projects from a list developed by partners and faculty. Topics focused on: homelessness: asthma; stress management; nutrition;obesity; prenatal care; breastfeeding;immunizations;alcohol; smoking;lead poisoning; safety; chronic and communicable diseases;bioterrorism. Students and partners completed evaluations measuring outcomes. Findings: Traditional and accelerated students were more similar than different. Traditional (100%) and accelerated (100%) students agreed experiences promoted cultural awareness; 96.88% of traditional and accelerated had collaborated with culturally diverse professionals; 100% traditional and 96.88% accelerated reported increased competence in assessing and planing interventions, and increased leadership skills and Internet abilities. Differences existed in interest in working in community settings after graduation with accelerated students expressing more interest. Traditional students planned their first nursing position in a hospital. Partners(100%) agreed the assessments and interventions met community needs, and findings were useful in planning programs. Community needs were met through new health programs and knowledge about resourses. Faculty identified new areas for research,including nutritional knowledge and habits of the mentally ill, asthma knowledge of caregivers. Conclusions: The partnership model of service learning increases the community-based knowledge of students and helps partners meet health needs of high-risk communities. Traditional and accelerated students were more similar than different. Implications: Nurses and students need to know benefits of the partnership model for meeting the health needs of communities and increasing interest in working with high-risk communities.
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.titleLinking Teaching and Research Through Community-Based Service Learning: The Impact on Traditional and Accelerated Nursing Students and High-Risk Communitiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154445-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Linking Teaching and Research Through Community-Based Service Learning: The Impact on Traditional and Accelerated Nursing Students and High-Risk Communities</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">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Sternas, Kathleen A., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Seton Hall University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sternaka@shu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Mary Ann Scharf, EdD</td></tr><tr><td colspan="2" class="item-abstract">Objectives: High-risk communities present challenges to health care providers. This presentation describes a model of community partnership which has demonstrated positive student and community partner outcomes. Design: A descriptive design was used. Sample: Traditional (n=61)and accelerated(second degree, n=55)community health nursing students and 23 agency partners. Variables: Cultural awareness, competence in assessment and intervention for high-risk communities, collaboration with culturally diverse health professionals,leadership, Internet abilities, interest in community nursing, and benefits to partners. Methods: Students selected a topic for projects from a list developed by partners and faculty. Topics focused on: homelessness: asthma; stress management; nutrition;obesity; prenatal care; breastfeeding;immunizations;alcohol; smoking;lead poisoning; safety; chronic and communicable diseases;bioterrorism. Students and partners completed evaluations measuring outcomes. Findings: Traditional and accelerated students were more similar than different. Traditional (100%) and accelerated (100%) students agreed experiences promoted cultural awareness; 96.88% of traditional and accelerated had collaborated with culturally diverse professionals; 100% traditional and 96.88% accelerated reported increased competence in assessing and planing interventions, and increased leadership skills and Internet abilities. Differences existed in interest in working in community settings after graduation with accelerated students expressing more interest. Traditional students planned their first nursing position in a hospital. Partners(100%) agreed the assessments and interventions met community needs, and findings were useful in planning programs. Community needs were met through new health programs and knowledge about resourses. Faculty identified new areas for research,including nutritional knowledge and habits of the mentally ill, asthma knowledge of caregivers. Conclusions: The partnership model of service learning increases the community-based knowledge of students and helps partners meet health needs of high-risk communities. Traditional and accelerated students were more similar than different. Implications: Nurses and students need to know benefits of the partnership model for meeting the health needs of communities and increasing interest in working with high-risk communities.</td></tr></table>en_GB
dc.date.available2011-10-26T13:00:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:00:15Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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