For this study, service learning is defined as a pedagogical approach that is experiential in nature, which intentionally supports the achievement of institution and program goals through structured reciprocal learning activities (Stallwood & Grog, 2011). The Intercultural Sensitivity Scale (ISS) developed by Chen and Starosta is a 24 item instrument measuring 5 components of intercultural sensitivity which are interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment and interaction attentiveness. The reliability coefficient for this instrument is 0.86-0.88. Permission was obtained for use of the instrument. Demographic variables examined are age, gender, residence in another state, experience in healthcare exclusive of clinical assignments, experience in volunteerism in the community, travel outside the state, and travel outside the country. The instrument was administered two days before travel to the service learning experience and two days after return. After examining variables, three items were found to have statistical significance. The three statements that demonstrate a change after the experience are: "I tend to wait before forming an impression of culturally-distinct counterparts.", "I am very observant when interacting with people from different cultures." (Interaction Attentiveness), and "I often show my culturally-distinct counterpart my understanding through verbal or nonverbal cues." (Interaction Engagement). Implications for nursing education are included. Opportunities for further research with service learning are described including the measurement of intercultural sensitivity and civic engagement.
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