Service learning is a teaching-learning strategy that offers a unique experiential learning opportunity for students. The impact service learning has on student learning makes this a widely used teaching-learning strategy in undergraduate nursing education (Ross, 2012). Foundational to the success of service learning as a teaching-learning strategy is a meaningful collaboration between three key elements: students, faculty, and community partners (Felten & Clayton, 2011). The benefits and outcomes of service learning experiences for students (e.g. cultural competency, leadership, civic engagement) and for faculty (e.g. opportunity to teach interprofessional skills) is well documented (Amerson, 2012; Cox, Murray, & Plante, 2014; Flinders, 2013; Groh, Stallwood, & Daniels, 2011; Kolomer, Quinn, & Steele, 2010). In contrast, the benefits and outcomes of service learning experiences for community partners in their key roles as part of this collaborative experience is relatively limited (Brosky, Deprey, Hopp, & Maher, 2006; Gerstenblatt, 2014; Moely & Ilustre, 2014; Rinaldo, Davis, & Borunda, 2015; Toledano & Lapinid, 2010). To better understand how to build meaningful collaboration between the three key elements of service learning and therefore support the success of service learning experiences for RN to BSN students, a qualitative research study was undertaken to explore community partners’ perceptions of their collaborative role in service learning projects.
The study participants included eight differing community partners who completed semi-structured interviews either by phone or in person. These community partners, representing a variety of service learning opportunities from local to international, were interviewed regarding their perceptions of their role as collaborative partners in service learning projects and the impact that relationship had on the RN to BSN students’ learning. The interviews were transcribed and then analyzed using a constant comparison method. Member checks were used to share initial findings with participants and support the findings as credible.
The research demonstrated that community partners perceived their role in service learning as positive and believed their collaborative efforts contributed to student learning. In addition, several other benefits from the service learning collaborations were noted as benefits to the community partners’ respective communities. Four themes emerged as findings. First, community partners perceive that service learning projects broaden RN to BSN students’ horizons. Second, community partners perceive that service learning projects offered additional opportunities for collaboration; not only between the RN to BSN students and community partners but also between the RN to BSN students and the community members. Third, community partners perceive that collaborative service learning projects improve the health of the community. Finally, community partners perceived service learning projects and community partnerships as investments. The research undertaken demonstrated that community partners view themselves as having a role in creating meaningful service learning experiences and therefore contributing to successful student learning outcomes. This research also highlights the importance of recognizing, creating, and sustaining collaboration with community partners as these relationships support nurse educators in preparing future nursing professionals.