Paper: Service Learning as a Model for Nursing Honors Experiences (40th Biennial Convention (October 31st- November 4th, 2009))

Sunday, November 1, 2009: 11:40 AM

Jill Allard Ross, RN, PhD, MLS
School of Nursing, University of Alabama at Birmingham, Birmingham, AL
Ellen B. Buckner, DSN, RN
University of Alabama School of Nursing, University of Alabama at Birmingham, Birmingham, AL

Presentation File (PDF Format)

Learning Objective 1: 1. Describe the model of service learning as applied to nursing honors education.

Learning Objective 2: 2. Discuss examples of service learning projects in honors education which build collaborations for evidence-based practice and international leadership.

Service Learning (SL) is an experiential or active-learning model that is gaining popularity to encourage community engagement by undergraduate students. In nursing, a service-oriented profession, partnerships with community agencies and clinical institutions are already well-established. Service learning can be an effective model for honors students as they develop their practice and plan their senior honors project. Service learning can provide a mechanism for collaboration, problem-solving, personal growth, and professional development.

Service learning has three components—academic learning, meaningful service and civic responsibility. These can be met through activities such as establishing a mentorship with community or clinical partner, designing and participating in a joint project, and evaluating the experience and its contributions to the profession and society. Application of professional literature is a key component to the academic learning, supporting student scholarship. Reflective essays are an active strategy allowing students to integrate learning and an understanding of their ownpersonal development into their professional practice. Essays may address steps in the collaborative relationship, an understanding of service, and personal insight. The meaningful service component is a substantial investment of time and thought integrating student and partner activities in a purposeful work. In both design and evaluation, the civic responsibility component relates the service experience to needs of the organization, the nursing profession and the larger society.

Examples of honors service learning projects will be given to include an international SL project on domestic violence prevention in Honduras, a community-based SL project to increase awareness of crisis support on campus, and an institutional collaboration to support evidence-based nursing practice. Honors students were mentored by faculty and established mentorships with community partners. Students developed projects collaboratively and utilized campus and local community resources to develop project plans. Students evaluated the service and effectiveness applying principles of scholarship. These options ground the service in scholarship and civic learning and can build nursing leadership.

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