2.50
Hdl Handle:
http://hdl.handle.net/10755/158107
Type:
Presentation
Title:
Service Learning: A Case-Study Examining Influences on Nursing Faculty
Abstract:
Service Learning: A Case-Study Examining Influences on Nursing Faculty
Conference Sponsor:Western Institute of Nursing
Conference Year:2004
Author:Reavy, Kathleen, PhD, RN
P.I. Institution Name:Boise State University Department of Nursing
Contact Address:1910 University Drive, Boise, ID, 83725, USA
The purpose of this research was, first, to study why a nursing professor would implement and then continue to use a service learning methodology and, second, to study how a nursing professor is shaped by service learning experiences. An in-depth case-study design was used to study the impacts of personal and contextual factors on one higher education nursing professor implementing service learning in her classroom. Interviews, observations, and document reviews were used to gather data. The focal point for this study was a professor of a senior-level Nursing Leadership and Management course who successfully incorporated a service learning teaching methodology and continues to do so. This study investigated the expert service learning professor and her interactions with students, peer faculty, and administrators. Institutional constraints, instructional considerations, and individual variables, including her motivations to successfully continue using a service learning methodology, were also examined. Findings, based on the four research questions that guided the current study, included the following: strong personal values are important motivating forces; student resistance is a negative factor; institutional constraints, including promotion and tenure policies, are influential to implementation; and communication with faculty peers is a factor in implementation. Insights and themes have potential value for higher education faculty, especially nursing educators and others in health disciplines. Implications for use relate to current calls for innovative reform in teaching nursing.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleService Learning: A Case-Study Examining Influences on Nursing Facultyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158107-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Service Learning: A Case-Study Examining Influences on Nursing Faculty</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Reavy, Kathleen, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Boise State University Department of Nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">1910 University Drive, Boise, ID, 83725, USA</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this research was, first, to study why a nursing professor would implement and then continue to use a service learning methodology and, second, to study how a nursing professor is shaped by service learning experiences. An in-depth case-study design was used to study the impacts of personal and contextual factors on one higher education nursing professor implementing service learning in her classroom. Interviews, observations, and document reviews were used to gather data. The focal point for this study was a professor of a senior-level Nursing Leadership and Management course who successfully incorporated a service learning teaching methodology and continues to do so. This study investigated the expert service learning professor and her interactions with students, peer faculty, and administrators. Institutional constraints, instructional considerations, and individual variables, including her motivations to successfully continue using a service learning methodology, were also examined. Findings, based on the four research questions that guided the current study, included the following: strong personal values are important motivating forces; student resistance is a negative factor; institutional constraints, including promotion and tenure policies, are influential to implementation; and communication with faculty peers is a factor in implementation. Insights and themes have potential value for higher education faculty, especially nursing educators and others in health disciplines. Implications for use relate to current calls for innovative reform in teaching nursing.</td></tr></table>en_GB
dc.date.available2011-10-26T20:30:57Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:30:57Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.