Manuel Jesús Pérez-Baena , Francisco Josué Cordero-Pérez , Marina Holgado-Madruga
{"title":"Implementing the service-learning methodology in nursing education: A case study","authors":"Manuel Jesús Pérez-Baena , Francisco Josué Cordero-Pérez , Marina Holgado-Madruga","doi":"10.1016/j.nedt.2024.106449","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><div>Nurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served.</div></div><div><h3>Aims</h3><div>The purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children.</div></div><div><h3>Design</h3><div>This research involves two pretest-posttest quantitative analyses and two satisfaction surveys.</div></div><div><h3>Participants</h3><div>Seventy-six nursing students participated during the 2022–2023 academic year, and 69 primary school pupils received the service-learning intervention.</div></div><div><h3>Results</h3><div>Post-test scores of nursing students were significantly higher than pre-test scores (<em>p</em> = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (<em>p</em> < 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness.</div><div>For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (<em>p</em> < 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (<em>p</em> < 0.0001, p < 0.0001, and <em>p</em> < 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils.</div></div><div><h3>Conclusions</h3><div>Service-learning enhances knowledge of the pharmacology topic in both nursing students and school children.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106449"},"PeriodicalIF":3.6000,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003599","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction
Nurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served.
Aims
The purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children.
Design
This research involves two pretest-posttest quantitative analyses and two satisfaction surveys.
Participants
Seventy-six nursing students participated during the 2022–2023 academic year, and 69 primary school pupils received the service-learning intervention.
Results
Post-test scores of nursing students were significantly higher than pre-test scores (p = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (p < 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness.
For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (p < 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (p < 0.0001, p < 0.0001, and p < 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils.
Conclusions
Service-learning enhances knowledge of the pharmacology topic in both nursing students and school children.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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