在西开普省护理本科课程期间制定服务学习实施框架。

Hester Julie
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引用次数: 3

摘要

背景:服务学习(SL)是一个有争议的知识领域,可持续性和学术问题也被提出。南非高等教育质量委员会(HEQC)提供了政策文件,指导高等教育机构在其学术课程中促进服务学习制度化。因此,需要一个实施框架来将国家SL政策指南中倡导的必要认识论转变制度化。目的:本文基于一篇博士论文的研究结果,该论文旨在为西开普大学护理学院(SoN)开发SL实施框架。方法:在Rothman和Thomas开发的干预研究模型的前四个阶段使用了混合方法。结果:在第3阶段制定的,规定了干预要素,以解决第1阶段和第2阶段的核心发现所发现的差距。SL实施框架规定了四个干预要素。第一个干预要素侧重于评估SL制度化的准备情况。SL能力和SL学术的发展被视为其中三个要素的关键干预要素:上下文SL定义的发展、SL教学模式以及SL制度化的监测和评估系统。结论:SL实施框架满足了SL制度化的目标,即开发一种通用语言和一套指导实践的原则,并确保资源的分配,以促进SL教学方法。为SoN制定的情境化SL定义有助于HEI的SL操作化话语。
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The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province.

Background: Service-learning (SL) is a contested field of knowledge and issues of sustainability and scholarship have been raised about it. The South African Higher Education Quality Committee (HEQC) has provided policy documents to guide higher education institutions (HEIs) in the facilitation of SL institutionalisation in their academic programmes. An implementation framework was therefore needed to institutionalise the necessary epistemological shifts advocated in the national SL policy guidelines.

Objectives: This article is based on the findings of a doctoral thesis that aimed at developing an SL implementation framework for the School of Nursing (SoN) at the University of the Western Cape (UWC).

Method: Mixed methods were used during the first four phases of the design and developmenti ntervention research model developed by Rothman and Thomas.

Results: The SL implementation framework that was developed during Phase 3 specified the intervention elements to address the gaps that had been identified by the core findings of Phases 1 and 2. Four intervention elements were specified for the SL implementation framework. The first intervention element focused on the assessment of readiness for SL institutionalisation. The development of SL capacity and SL scholarship was regarded as the pivotal intervention element for three of the elements: the development of a contextual SL definition, an SL pedagogical model, and a monitoring and evaluation system for SL institutionalisation.

Conclusion: The SL implementation framework satisfies the goals of SL institutionalisation, namely to develop a common language and a set of principles to guide practice, and to ensure the allocation of resources in order to facilitate the SL teaching methodology.The contextualised SL definition that was formulated for the SoN contributes to the SL operationalisation discourse at the HEI.

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