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Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study.

Judith Roca1,2, Silvia Gros Navés1, Olga Canet-Velez3,4

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Service learning (SL) integration into final year nursing projects enhances student satisfaction and practical skills. While improving information management, students identified a need for stronger research methodology training.

Keywords:
bachelor thesisevidence-based practicenursingservice learningstudent

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Healthcare Professions

Background:

  • The Final Degree Project (FDP) integrates theoretical and clinical components for bachelor theses (BT) in nursing.
  • Service learning (SL) can bridge the gap between academic learning and real-world professional roles for students.

Purpose of the Study:

  • To evaluate a teaching innovation combining bachelor theses (BT) with service learning (SL) in nursing education.
  • To assess the impact of this integrated approach using Kirkpatrick's four-level model.

Main Methods:

  • Convergent parallel mixed-methods design involving 15 final-year nursing students, 4 mentors, and 4 nurses.
  • Data collection included SL questionnaires, student narratives, mentor diaries, and nurse interviews.
  • Students reviewed evidence-based nursing protocols as part of their BT.

Main Results:

  • High student satisfaction rates (4.44/5) were reported.
  • Key developed skills included Independent Work and Information Management.
  • Students indicated a need for enhanced research methodology training.

Conclusions:

  • Service learning (SL) positively influences the perceived usefulness of the bachelor thesis (BT).
  • The integration of SL fosters collaboration between academic and clinical settings.
  • This model supports student adjustment to professional nursing roles.