2.50
Hdl Handle:
http://hdl.handle.net/10755/622116
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Service Learning and Development of Caring in Undergraduate Nursing Students
Other Titles:
Service Learning in Undergraduate Nursing
Author(s):
Van Dyke, Olga; Dean, Teresa; Cheng, Betty
Lead Author STTI Affiliation:
Chi Theta
Author Details:
Olga Van Dyke, MSN, RN, CAGS, Professional Experience: Olga Van Dyke has more than ten years of full-time experience in teaching nursing students at the associate, traditional baccalaureate and accelerated baccalaureate nursing programs. Her clinical expertise in telemetry and medical/surgical nursing helped her to succeed in the administrative roles such as a manager and a program director while she was setting up and reorganizing practice of the hospital units. One of the important aspects of her practice is helping students who struggle to succeed and minority students. Olga Van Dyke designed and implemented multiple innovative methodologies promoting students’ academic success while working in the different academic settings. As an Assistant Professor at the MCPHS University, Boston, Olga Van Dyke development and implemented debriefing into the first nonclinical professional course and designed simulation based Medical/Surgical nursing course. She is actively involved in designing and performing research in the areas of simulation/debriefing as well as improvement teaching/learning outcomes. Author Summary: Olga Van Dyke has more than ten years of full-time experience in teaching nursing students at the associate, traditional baccalaureate and accelerated baccalaureate nursing programs. She designed and implemented multiple innovative methodologies promoting students’ academic success while working in the different academic settings. She is actively involved in designing and performing research in the areas of simulation/debriefing as well as improvement teaching/learning outcomes.
Abstract:

Purpose: Service learning provides many benefits for all students who participate in service learning activities. Adegbola (2013) has stated that service learning helps health care students to “develop an appreciation of the vulnerabilities that marginalized segments of the population face”. Both Health People 2020 and the American Association of College of Nursing include objectives that can be accomplished through service learning. Hoebeke, et al., in 2009 discussed the benefits of service learning for students to include the development of leadership skills, critical thinking social skills as well as cultural competencies (Hoebeke, 2009). Service learning contains four elements including:

•Experiential in nature
•Allow students to engage in activities that address human and community needs vial structured opportunities for learning
•Incorporate reflection
•Embrace the concept of reciprocity between the learner and the person and entity being served. (Hoebeke, 2009). 

Service learning has been thought to contribute to the development of the nurse not only as a professional but also as a citizen (McKinnon and Fealy, 2011). Brown (2013) examines service learning as a way for the student nurse to develop compassion. Service learning can be used to introduce nursing students to caring and compassion (Brown, 2013). Through service learning nursing students can learn that caring of others is challenging, more challenging than caring for themselves. The purpose of this study was to examine nursing students’ perspectives of service learning and to determine is these experiences helped to develop caring.

Methods: The curriculum for the students had the students enrolled in a service learning course, a nursing informatics course at the same time students were participating in their first clinical in medical-surgical nursing. The students were able to participate at their service learning at a facility of their choice. This allowed the student to be able to choose the site/organization, based on their interests and would lead to a more positive experience for the students. The survey that was utilized was the same interview guide used by Schofield, et. al., in their research. Demographic information was collected as part of the survey including the age of the student, ethnicity, the number of years that they have worked in health care, and if they are currently working. Below, are the questions that were asked of the students who participated in the service-learning course.

1.Where did you have your Service Learning rotation?
2.Describe the people you worked with at the Service Learning site?
3.What did you expect to get out of the Service Learning experience?
4.What did you learn about others and yourself?
5.What did you do that was effective and why was it effective?
6.What values, opinions, decision, have been made or changed?
7.Describe what caring means to you?
8.How has this Service Learning experience helped you to care for others?
9.Is it important for you to stay involved in the community?
10.How would your efforts contribute to social change?

Results: Once students were introduced to service learning, they were able to appreciate and value the experience by the overwhelming response of 100% of the students viewed the importance of staying involved in the community. Responses to the question #3, “what did you expect to get out of the service learning experience”, had the most frequent response as “to help others”, by 16% of the total responses. The most frequent response to the question #4 was “how much I like to help” which was reported 18% by our students. The next most common response was the realization that our students identified that “other people have it worse than I (they) do” and this was cited by our students at 12% of their responses to question #4. This response was surprising and there was not any literature that noted this perspective in other studies. The significance of this response is that students are able to “empathize” and see the perspective of others and relate these experiences to their own lives. Students were able to identify strengths such as “I am actually good at working with students” which 4% of the students responded.

Conclusion: The results of the study suggested that service learning for our nursing students is valuable and can be anticipated to reach many vulnerable clients and populations. At present, our students have accrued, by participating in a minimum of 10 hours of service learning as a course requirement, over 1180 hours of service. In this time of social injustices, vulnerabilities and inequities experienced by many, it is hopeful to think that our nursing students have been exposed to giving back, and even more importantly, have overwhelmingly indication that they will continue to do so.

Keywords:
caring; cultural competence; service learning
Repository Posting Date:
25-Jul-2017
Date of Publication:
25-Jul-2017
Other Identifiers:
INRC17I13
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship
Note:
This session was accepted for presentation at the International Nursing Research Congress 2017, but not presented.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleService Learning and Development of Caring in Undergraduate Nursing Studentsen_US
dc.title.alternativeService Learning in Undergraduate Nursingen
dc.contributor.authorVan Dyke, Olgaen
dc.contributor.authorDean, Teresaen
dc.contributor.authorCheng, Bettyen
dc.contributor.departmentChi Thetaen
dc.author.detailsOlga Van Dyke, MSN, RN, CAGS, Professional Experience: Olga Van Dyke has more than ten years of full-time experience in teaching nursing students at the associate, traditional baccalaureate and accelerated baccalaureate nursing programs. Her clinical expertise in telemetry and medical/surgical nursing helped her to succeed in the administrative roles such as a manager and a program director while she was setting up and reorganizing practice of the hospital units. One of the important aspects of her practice is helping students who struggle to succeed and minority students. Olga Van Dyke designed and implemented multiple innovative methodologies promoting students’ academic success while working in the different academic settings. As an Assistant Professor at the MCPHS University, Boston, Olga Van Dyke development and implemented debriefing into the first nonclinical professional course and designed simulation based Medical/Surgical nursing course. She is actively involved in designing and performing research in the areas of simulation/debriefing as well as improvement teaching/learning outcomes. Author Summary: Olga Van Dyke has more than ten years of full-time experience in teaching nursing students at the associate, traditional baccalaureate and accelerated baccalaureate nursing programs. She designed and implemented multiple innovative methodologies promoting students’ academic success while working in the different academic settings. She is actively involved in designing and performing research in the areas of simulation/debriefing as well as improvement teaching/learning outcomes.en
dc.identifier.urihttp://hdl.handle.net/10755/622116-
dc.description.abstract<p><strong><strong>Purpose: </strong></strong><span>Service learning provides many benefits for all students who participate in service learning activities. Adegbola (2013) has stated that service learning helps health care students to “develop an appreciation of the vulnerabilities that marginalized segments of the population face”. Both Health People 2020 and the American Association of College of Nursing include objectives that can be accomplished through service learning. Hoebeke, et al., in 2009 discussed the benefits of service learning for students to include the development of leadership skills, critical thinking social skills as well as cultural competencies (Hoebeke, 2009). Service learning contains four elements including:</span></p> <div>•Experiential in nature</div> <div>•Allow students to engage in activities that address human and community needs vial structured opportunities for learning</div> <div>•Incorporate reflection</div> <div>•Embrace the concept of reciprocity between the learner and the person and entity being served. (Hoebeke, 2009). </div> <p>Service learning has been thought to contribute to the development of the nurse not only as a professional but also as a citizen (McKinnon and Fealy, 2011). Brown (2013) examines service learning as a way for the student nurse to develop compassion. Service learning can be used to introduce nursing students to caring and compassion (Brown, 2013). Through service learning nursing students can learn that caring of others is challenging, more challenging than caring for themselves. The purpose of this study was to examine nursing students’ perspectives of service learning and to determine is these experiences helped to develop caring.</p> <p><strong>Methods: </strong>The curriculum for the students had the students enrolled in a service learning course, a nursing informatics course at the same time students were participating in their first clinical in medical-surgical nursing. The students were able to participate at their service learning at a facility of their choice. This allowed the student to be able to choose the site/organization, based on their interests and would lead to a more positive experience for the students. The survey that was utilized was the same interview guide used by Schofield, et. al., in their research. Demographic information was collected as part of the survey including the age of the student, ethnicity, the number of years that they have worked in health care, and if they are currently working. Below, are the questions that were asked of the students who participated in the service-learning course.</p> <div>1.Where did you have your Service Learning rotation?</div> <div>2.Describe the people you worked with at the Service Learning site?</div> <div>3.What did you expect to get out of the Service Learning experience?</div> <div>4.What did you learn about others and yourself?</div> <div>5.What did you do that was effective and why was it effective?</div> <div>6.What values, opinions, decision, have been made or changed?</div> <div>7.Describe what caring means to you?</div> <div>8.How has this Service Learning experience helped you to care for others?</div> <div>9.Is it important for you to stay involved in the community?</div> <div>10.How would your efforts contribute to social change?</div> <p><strong>Results: </strong>Once students were introduced to service learning, they were able to appreciate and value the experience by the overwhelming response of 100% of the students viewed the importance of staying involved in the community. Responses to the question #3, “what did you expect to get out of the service learning experience”, had the most frequent response as “to help others”, by 16% of the total responses. The most frequent response to the question #4 was “how much I like to help” which was reported 18% by our students. The next most common response was the realization that our students identified that “other people have it worse than I (they) do” and this was cited by our students at 12% of their responses to question #4. This response was surprising and there was not any literature that noted this perspective in other studies. The significance of this response is that students are able to “empathize” and see the perspective of others and relate these experiences to their own lives. Students were able to identify strengths such as “I am actually good at working with students” which 4% of the students responded.</p> <p><strong>Conclusion: </strong>The results of the study suggested that service learning for our nursing students is valuable and can be anticipated to reach many vulnerable clients and populations. At present, our students have accrued, by participating in a minimum of 10 hours of service learning as a course requirement, over 1180 hours of service. In this time of social injustices, vulnerabilities and inequities experienced by many, it is hopeful to think that our nursing students have been exposed to giving back, and even more importantly, have overwhelmingly indication that they will continue to do so.</p>en
dc.subjectcaringen
dc.subjectcultural competenceen
dc.subjectservice learningen
dc.date.available2017-07-25T16:16:55Z-
dc.date.issued2017-07-25-
dc.date.accessioned2017-07-25T16:16:55Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
dc.description.noteThis session was accepted for presentation at the International Nursing Research Congress 2017, but not presented.-
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