Exploring the Value of Service Learning Study Away to Interprofessional Education and Cultural Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 204-210
Author(s):  
Sapna Chakraborty ◽  
Lisa A. Proctor
Keyword(s):  
Service Learning ◽  
Focus Group ◽  
Cultural Competence ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Learning Experience ◽  
Speech Language Pathology ◽  
International Service Learning ◽  
International Service ◽  
Language Pathology

Purpose This study investigated student learning about interprofessional practices during an international service learning experience. Method The participants were selected speech-language pathology students who participated in a study away program to Nicaragua that included faculty from multiple disciplines. Following the trip, a focus group was used to gather information about the students' learning experiences relative to interprofessional education, with an emphasis on speech-language pathology and occupational therapy collaborations. Results and Conclusion Analysis of the focus group transcripts generated the following themes: different perspectives, understanding the roles and responsibilities of other professions, multiple learning strategies, and working with interpreters. The study provides insights into how international service learning can support interprofessional education and help students develop cultural competence.

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence

2020 ◽  
Vol 26 (3) ◽  
pp. e77-e81
Author(s):  
Eileen Marie Rodriguez
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Health Care Disparities ◽  
Learning Experience ◽  
Care Facility ◽  
International Service Learning ◽  
International Service ◽  
Adn Students ◽  
Student Version ◽  
The Impact

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

scholarly journals A focus group study of chiropractic students following international service learning experiences

2016 ◽  
Vol 30 (2) ◽  
pp. 124-130 ◽  
Author(s):  
James C. Boysen ◽  
Stacie A. Salsbury ◽  
Dustin Derby ◽  
Dana J. Lawrence
Keyword(s):  
Decision Making ◽  
Service Learning ◽  
Focus Group ◽  
Clinical Decision Making ◽  
Learning Experience ◽  
Focus Group Study ◽  
International Service Learning ◽  
International Service ◽  
Clinical Confidence ◽  
Chiropractic Students

Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor–patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices.

Writing Partners

2018 ◽  
pp. 202-222
Author(s):  
Sarah Blomeley ◽  
Amy Hodges Hamilton
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
College Level ◽  
Community Partner ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
Learning Contexts ◽  
Political Implications ◽  
Writing Assignment

This chapter describes and analyzes a writing assignment, an oral history project, developed for a college-level service-learning composition class. In bridging the writer with a single community partner and inviting the pair to jointly compose a memoir, this assignment can create a successful service-learning experience by engaging students and community members in projects that are beneficial and hold important personal, social, and political implications. The chapter also considers how the project, up to this point used successfully in local service communities, might fare in international service learning contexts.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

Program Evaluation Regarding Domestic Versus International Service Learning Experience

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911510146p1
Author(s):  
Corinne Wolfe ◽  
Lynne Oberle ◽  
Megan Myers ◽  
Andrea Haskell ◽  
Allison Blakely
Keyword(s):  
Program Evaluation ◽  
Service Learning ◽  
Learning Experience ◽  
International Service Learning ◽  
International Service

scholarly journals Cultural Competence and Self-Efficacy After Study Abroad Experiences

2020 ◽  
Vol 29 (4) ◽  
pp. 1896-1909
Author(s):  
Beatriz de Diego-Lázaro ◽  
Kevin Winn ◽  
María Adelaida Restrepo
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Mixed Methods Approach ◽  
Language Pathology ◽  
Journal Entries

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

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