Learning Objective #1: report the value of service-learning as a pedagogy for nursing education. | |||
Learning Objective #2: describe the differences in graduate and undergraduate students' perceptions of service-learning as a pedagogy. |
The purpose of this study was to compare graduate (N=29) and undergraduate (N=35) students' perceptions of a service-learning experience in two nursing courses. Students were provided with a quantitative (11 item) and qualitative (8 item) instrument to assess their perceptions of the importance of service-learning as a component of the courses. The study received Institutional Review Board approval.
Descriptive statistics were used to compare the two groups. Although the group means on the quantitative measure did not demonstrate statistical significance, there was statistical significance for some items which begins to build evidence for the importance of service-learning in nursing.
Comparison of responses by nursing students in the two course demonstrated significance in areas such as: enhanced learning, enriched classroom discussion, enhanced interest in serving the community, helped examine values and ability to make a difference in community and intention to serve community after graduation. Data on how each group scored the items will be provided in addition students' personal comments about the effectiveness of service-learning.
The findings of this study add to the existing literature on the value of service-learning and additionally provide specific information on its impact in nursing.
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