Engaging Students through Service-Learning in a Professional Nursing Course
Abstract
ABSTRACT
Service-learning has been documented in the literature as an effective way to learn professional skills. The aim of the study is to promote active learning and compare students’ satisfaction in service-learning activities and computer-based learning activities in a professional nursing course. In learning professional nursing concepts, 54% (n=43,N=79) of the students participated in service-learning activities with local high school students in an Allied Health class while 45.56% (n=36,N=79) of the students chose computer-based learning activities.
Through student surveys and reflection journals, the findings revealed service-learning activities and computer-based learning activities as effective strategies in learning professional nursing concepts. In comparing student responses on the surveys and reflective journals, students who participated in service-learning activities had higher percentage of ratings of agreement with service-learning helping them to increase self-confidence skills, make class interesting, and promote positive contributions to the community.
In conclusion, students who participated in service-learning activities saw these activities as a fun and engaging way to learn professional nursing concepts. The service-learning students were excited about these teaching-learning experiences and wanted to see this incorporated throughout the nursing curriculum. Service-learning provides real-world application in strengthening nursing skills and role modeling professional behaviors.
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