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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Nursing faculty roles in international service-learning projects.

Pamela Kohlbry1, JoAnn Daugherty

  • 1California State University San Marcos, San Marcos, CA 92096, USA. pkohlbry@csusm.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|May 28, 2013
PubMed
Summary

This study outlines four key faculty roles—initiator, collaborator, facilitator, and advocate—essential for developing international nursing service-learning projects. These roles enhance cultural competency and community health education for nursing students.

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Area of Science:

  • Nursing Education
  • Global Health
  • Cultural Competency

Background:

  • The American Association of Colleges of Nursing (AACN) recommended service-learning and student immersion in diverse communities to enhance nursing education.
  • International service-learning projects offer unique perspectives on community health practices and cultural competency.

Purpose of the Study:

  • To describe faculty roles in designing and implementing international nursing service-learning projects.
  • To define and discuss the application of four identified faculty roles: initiator, collaborator, facilitator, and advocate.

Main Methods:

  • The study is based on the authors' experience with international nursing service-learning projects.
  • Faculty roles were identified through practical application in project development.

Main Results:

  • Four essential faculty roles were identified: initiator, collaborator, facilitator, and advocate.
  • These roles are crucial for the successful development and implementation of international service-learning initiatives.

Conclusions:

  • Effective faculty engagement through defined roles is critical for successful international nursing service-learning projects.
  • These roles contribute to improved nursing education, particularly in developing cultural competency and understanding global community health.