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Service-learning for graduate students

M C Logsdon1, D Ford

  • 1Spalding University, Louisville, Kentucky, USA.

Nurse Educator
|May 16, 1998
PubMed
Summary
This summary is machine-generated.

This study introduces service-learning into graduate nursing education, integrating a ten-hour service requirement into a nurse caring theories course. Students synthesized their experience with caring theory and university mission through reflection and writing.

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Area of Science:

  • Nursing Education
  • Experiential Learning
  • Graduate Studies

Background:

  • Service-learning is increasingly used in academia but is underrepresented in graduate education.
  • Graduate nursing programs can benefit from innovative pedagogical approaches.

Purpose of the Study:

  • To describe the incorporation of a service-learning component into a graduate nursing course.
  • To explore the integration of nurse caring theories with practical service experiences.

Main Methods:

  • A ten-hour service requirement was integrated into a graduate nursing course on theories of nurse caring.
  • Students engaged in a structured reflection process and written synthesis.

Main Results:

  • The service-learning experience provided a practical context for understanding abstract caring theories.

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  • Student reflections highlighted the connection between service activities and nursing' core values.

    • Conclusions:

    • Service-learning can be a valuable pedagogical strategy in graduate nursing education.
    • This approach enhances students' comprehension of caring theory and its application to the university's mission.