Service Learning In Nursing Education Its Advantages, Disadvantages and Issues
What Is Service Learning In Nursing Education
Many college campuses have embraced service learning either as the framework for a course or a component within a course. According to the definition provided in The National and Community Service Trust Act of 1990 (1999), service learning should meet community needs, foster civic responsibilities, and be structured in a way that supports the students' educational goals and provides the opportunity for students to reflect on the experience.
A service-learning project can take multiple forms. It can be designed as an individual project where one student works on a project that meets a need for an agency (eg, developing an in service for a nursing unit on a given topic) or it may be a group project wherein several students work together (eg, develop and carry out a health fair for senior citizens at a community center).
The ability to work effectively as a member of a team is a common outcome associated with service learning (Foli, Braswell, Kirkpatrick, & Lim, 2014). Using assessment strategies such as an appreciative inquiry reflection at the midpoint of the project can be useful in addressing challenges with the group (Kirkpatrick & Braswell, 2010).
Timing of this
assessment midway through the project allows readjustments in group processes
and helps with self -awareness. Typically, a final group presentation or report
is completed and submitted for evaluation and grading.
Advantages of Service Learning In Nursing Education
A service-learning project is relevant for the students because the learning experience is authentic and based in a real-world situation. It is also meaningful to those who benefit from the projects these students complete.
Seating the learning in the context of reality exposes students to situations they may encounter after graduation, and allows them the opportunity to find their way while still having the support of faculty.
Service learning can contribute to positive visibility for the school when contributions provided by the service-learning projects meet needs of the community. As well, service learning projects provide students the opportunity to better understand the needs of individuals and communities.
Disadvantages of Service Learning In Nursing Education
Time for faculty to manage service-learning projects can be viewed as a disadvantage because out-of-class time is required to meet with the agencies, arrange the experiences, and follow up regularly with students and agencies.
Care must be taken to ensure that the expectations of the agency are in concert with the expectations of the faculty for the learning requirements and that evaluation criteria align with both sets of expectations. Faculty may need to help students clarify and resolve conflicts with agencies and within groups.
There is also a risk that the
student group may fall short of the expectation of the agency and the
reputation of the school could be jeopardized in the community.
Issues of Service Learning In Nursing Education
The ultimate question becomes how to evaluate the learning that takes place. Again, the faculty must focus on the desired learning outcomes. For example, if the primary purpose is to help students learn to work in teams, evaluation strategies that emphasize growth in self-awareness, communications, and conflict resolution are appropriate. A variety of strategies may be used.
It is fairly common to have reflections or papers as a means to consider the outcomes. Group work or teamwork can be triangulated by looking at individual and group reports as well as observation by the faculty and the agency staff. In some cases, students may be asked to provide peer review.
Evaluation should address the measurable effect of the experience on the student, the agency, the preceptor, and the community served. Organizing, supervising, and evaluating service-learning activities requires time from the faculty to develop, nurture, and maintain relationships with the community partner.
In Short Effective Learning Outcomes In Both Clinical and Classroom Setting In Nursing Education
There are many strategies to effectively evaluate learning outcomes in both the classroom and clinical setting. Using more than one strategy will more fully demonstrate student achievement. When using any evaluation strategy, students should have the opportunity to practice before the activity is used for grading.
The strategies addressed in this chapter include portfolios, reflections, papers, essays and essay tests, concept mapping, oral questioning, audio and video recordings, simulations, role play, and service learning. To select the best strategy, faculty members must consider the purpose and setting; the time required for preparation, implementation, and grading; the cost; and the advantages and disadvantages of each strategy.
Although it requires time, energy, and persistence to plan and evaluate student achievement of learning outcomes, the effort ultimately benefits students and the patients they are preparing to serve. Faculty who implements evaluation strategies will continue to increase the evidence base for best practices and contribute to the scholarship of teaching.
The findings from the use of assessment and evaluation strategies can be used for a variety of purposes. The most obvious is to provide feedback to the learner and to revise instruction and learning activities. Evidence of critical thinking, clinical reasoning, and therapeutic communication are part of the systematic program assessment plan.
In addition, assessment and evaluation data are also helpful for the individual faculty as evidence of teaching excellence. As nursing education meets current challenges, the refinement of assessment and evaluation strategies will continue to expand in tandem with the development of teaching strategies, thereby contributing to the ever-increasing quality of education for nurses of the future.
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