Student satisfaction with the Service-Learning methodologyan added value in the training of the nursing degree

  1. García Garcés, Laura
  2. Ruiz-Zaldibar, Cayetana
  3. Gerónimo Llopis, Ángel
  4. Vicario Merino, Ángel
  5. Lluesma Vidal, Marta
Journal:
Horizonte Sanitario

ISSN: 1665-3262,  2007-7459

Year of publication: 2022

Volume: 21

Issue: 1

Pages: 25-34

Type: Article

DOI: 10.19136/HS.A21N1.4511 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Horizonte Sanitario

Sustainable development goals

Abstract

Objective: To evaluate the effect on the satisfaction of nursing students and the participants of Service-Learning methodology in the development of Health Education workshops. Method: Service-Learning project was designed in four stages: 1) students training in knowledge about Community Nursing and Health Education; 2) development of healthy workshops for its implementation in associations; 3) implementation of the workshops; 4) reflection on Service-Learning impact. An ad hoc questionnaire was developed to assess students’ satisfaction. It was also evaluated the workshops’ participant’s satisfaction.  Results: students reported having a very high level of satisfaction by increasing their scores after improving Service-Learning methodology in the subject. In addition, participants who received health promotion workshops developed by nursing students reported a positive impact on their health. Conclusion: development of Service-Learning methodology associated with health education implies high level of satisfaction in nursing students and a social impact for the community. 

Bibliographic References

  • Beaman A, Asano R, Sibbritt D, Newton PJ, Davidson PM. Global service learning and health systems strengthening: An integrative literature review. Heliyon. 2018 Aug 2;4(8): e00713. doi: 10.1016/j.heliyon.2018.e00713. PMID: 30101199; PMCID: PMC6082917.
  • Sigmon R. Servicio-aprendizaje: tres principios. Sinergista. 1979; 8 (1): 9-11.
  • Giles DE, Jr., Eyler J. Las raíces teóricas del aprendizaje-servicio en John Dewey: hacia una teoría del aprendizaje-servicio. Mich. J. Community Serv. Aprender. 1994; 1 (1): 7.
  • González Monteagudo, J. (2001). John Dewey y la pedagogía progresista. El legado pedagógico del siglo XX para la escuela del siglo XXI.
  • Carter HW, Outlaw KL, Cleveland KK, Rushing DS & Chen NL. Reflections on a Service-Learning Project: Nutrition Education for Elementary Students. Journal of Christian nursing: a quarterly publication of Nurses Christian Fellowship. 2020; 10.1097/CNJ.0000000000000751. Advance online publication. https://doi.org/10.1097/CNJ.0000000000000751.
  • Forehand JW, Vardaman SA, & Outlaw KL. Reciprocal service-learning benefits students, educators, and the university. Journal of Christian Nursing. 2016; 33(3): E38-E41. https://doi.org/10.1097/CNJ.0000000000000299
  • MD Miguel Díaz. Metodologías para optimizar el aprendizaje segundo objetivo del Espacio Europeo de Educación Superior. Revista Interuniversitaria de formación del profesorado. 2006;20(3):71-91. ISSN 0213-8464.
  • Martínez M (2006) Formación para la ciudadanía y educación superior. Rev Iberoam Educ OEI . 2006; 42:85-102.
  • Rubio L, Puig JM, García XM, Palos JP. Analyze, rethink and improve projects: Rubric for self-assessment and enhancement of service learning projects. Profesorado. Revista de Currículum y Formación de Profesorado. 2015; 19(1):111-126.
  • Schmidt NA, Brown JM. Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection. J Prof Nurs. 2016 Mar-Apr;32(2):100-6. doi: 10.1016/j.profnurs.2015.06.006.
  • Kohlbry PW. The Impact of International Service-Learning on Nursing Students’ Cultural Competency. J Nurs Scholarsh. 2016 May;48(3):303-11. doi: 10.1111/jnu.12209. PMID: 27111382.
  • McKinnon TH, Fealy G. Core principles for developing global service-learning programs in nursing. Nurs Educ Perspect. 2011 Mar-Apr;32(2):95-101. doi: 10.5480/1536-5026-32.2.95. PMID: 21667790.
  • García D, Lalueza JL. Procesos de Aprendizaje en Aprendizaje-Servicio Universitario: Una Revisión Teórica. Educación XX1. 2019; 22(2): 45-68. doi: https://doi.org/10.5944/educxx1.22716.
  • Naudé L. On (un) common ground: Transforming from dissonance to commitment in a service-learning class. J Coll Stud Dev. 2015; 56(1):84-102. DOI: 10.15581 / 004.35.557-577
  • Yep KS. Reimagining Diversity Work: Multigenerational Learning, Adult Immigrants, and Dialogical Community-Based Learning. Metrop Univ. 2014;25(3):47-66
  • Deeley SJ (2010). Aprendizaje-servicio: pensar fuera de la caja. Aprendizaje activo en la educación superior. 2010; 11 (1): 43-53. https://doi.org/10.1177/1469787409355870
  • Gil-Gomez J, Moliner-Garcia O, Chiva-Bartoll O, & Garcia Lopez R. A service-learning experience in future teachers: development of the social and civic competence. Rev Complut Edu. 2016; 27(1), 53-73.
  • Folgueiras P, Luna E y Puig G. Aprendizaje y servicio: estudio del grado de satisfacción de estudiantes universitarios. Revista de Educación. 2013: 159-185. DOI: 10.4438/1988-592X-RE-2011-362-157.
  • Puig JM, Gijón M, Martín X, Rubio L. Learning-service and Citizenship Education. Rev. 2011; 201:45-67.
  • Lacalle C, Pujol C. Mentorship and social integration at the University: service learning in a project of the journalism degree. Educación XX1. 2019; 22(2): 289-308. DOI:10.5944/educxx1.22694
  • World Health Organization. Health promotion glossary. [Internet]. Geneva: World Health Organization; 1998 [cited Mar 27, 2020]. Available from: https://www.who.int/healthpromotion/about/HPR%20Glossary%201998.pdf?ua=1
  • Hildingh C, Cunico L, Lindgren EC, Lidell E. Health Promotion in Nursing Education: attitudes among nurse students. Acta Biomed. 2015 Sep 9;86 Suppl 2:91-6. PMID: 26629663.
  • Lluesma-Vidal M, García-Garcés L, Sánchez-López MI & Ruíz-Zaldibar C. Satisfacción del alumnado de Enfermería en la promoción de la salud a través del aprendizaje-servicio. Metas de enfermería. 2019; 22(6), 12-18.
  • Arratia A. Ética, solidaridad y “aprendizaje servicio” en la educación superior. Acta bioeth 2008; 14(1): 61-67. http://dx.doi.org/10.4067/S1726-569X2008000100008
  • Ramón E, Juárez R, Martínez B, Martín S. Impacto de un proyecto de aprendizaje-servicio con estudiantes de Enfermería. Metas Enferm mar 2015; 18(2): 49-57.
  • Rodríguez MR. Service-learning as a methodological strategy at university. Rev Complut Educ. 2014; 25(1): 95-113. https://doi.org/10.5209/rev_RCED.2014.v25.n1.41157
  • Saylor J, Hertsenberg L, McQuillan M, O’Connell A, Shoe K, & Calamaro CJ. Effects of a service-learning experience on confidence and clinical skills in baccalaureate nursing students. Nurse education toda. 2018:61: 43–48. https://doi.org/10.1016/j.nedt.2017.11.009
  • Townsend L, Gray J, & Forber J. New ways of seeing: Nursing students’ experiences of a pilot service-learning program in Australia. Nurse education in practice. 2016; 16(1): 60–65. https://doi.org/10.1016/j.nepr.2015.08.004
  • Frost G, Connolly M. The road less travelled? Pathways from passivity to agency in student learning. Collect Essays Learn Teach.2015; 8:47-54. DOI: https://doi.org/10.22329/celt.v8i0.4264
  • Schoening AM, Selde MS, Goodman JT, Tow JC, Selig CL, Wichman C, Cosimano A, & Galt KA. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes. Nurse educator. 2015; 40(4):183–188. https://doi.org/10.1097/NNE.000000000000015
Data source: Dialnet