Learning Objective 1: identify long-term impact of service learning medical mission
Learning Objective 2: discuss future research directions related to service learning and medical missions
Nursing students who participated in a medical mission immersion experience at least one year previously were solicited to participate, IRB approval was obtained. Students completed a demographic survey, responded to open-ended questions, and completed a survey modified from the Civic Attitudes and Skills Questionnaire (CASQ) which examines service learning outcomes including civic action, interpersonal and problem-solving skills, political awareness, leadership skills, social justice attitudes and diversity attitudes. The CASQ has good internal consistency (0.70-0.80) and test-retest correlations (0.70).
Thirty students were solicited to participate, response rate was 30%. Data analysis using descriptive statistics to address sample demographics, civic action, problem-solving, political awareness, leadership, social justice attitudes and diversity attitudes along with identification of common themes is pending completion.
References
Amerson, R. (2010). The impact of service learning on cultural competence. Nursing Education
Perspective,31(1), 18-22.
Bentley, R., & Ellison, K.J. (2005). Impact of a service-learning project on nursing students. Nursing Education Perspectives, 26(5), 287-290.
Nokes, K. M., et al (2005). Does service-learning increase cultural competency, critical thinking, and civic engagement? Journal of Nursing Education, 44(2), 65-70.
Parsi, K. & List, J. (2008). Preparing medical students for the world: Service learning
and global health justice. Medscape Journal of Medicine, 10 (11), 268