Defining Service Learning in Nursing Education: An Integrative Review

1970 ◽  
Vol 4 (2) ◽  
Author(s):  
Neti Juniarti ◽  
Lana Zannettino ◽  
Jeffrey Fuller ◽  
Julian Grant
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Integrative Review ◽  
Mental Health Nursing ◽  
Search Terms ◽  
Health Nursing ◽  
Definition Of ◽  
Community Mental Health Nursing ◽  
Nursing Health

Despite the wide use of service learning, there is lack of a standardised definition and measurable outcomes. Definitions of service learning found in the literature vary from the very broad to the highly specific. The aim of this review was to generate a functional definition of service learning and identify its components to constructively design and evaluate service-learning approaches in nursing education. An integrative review of scholarly literature was conducted to enable a concept analysis. A comprehensive database search using the search terms through a range of electronic databases, including CINAHL, MEDLINE, ERIC, Scopus, and the Web of Science from the earliest retrievable records of each database to June 23, 2015. The search terms used in this review were nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. A total of 42 studies were included in the review. A functional definition of service learning is proposed and four components of service learning were identified in this review, namely a structured form of intra-curricular experiential learning, reflection, reciprocity, and setting specific outcomes and benefits for stakeholders. The proposed conceptual model of service learning could contribute to consistent development, implementation, and evaluation of service learning in nursing education. Keywords:Components, definition, nursing education, service learning. Mendefinisikan Metode Belajar Service Learningdalam Pendidikan Keperawatan: Sebuah Kajian IntegratifAbstrakMetode service learning telah banyak digunakan di institusi pendidikan keperawatan di dunia, tetapi tidak ada definisi standar dan hasil yang terukur dari metode ini. Definisi service learning yang ada saat ini sangat bervariasi mulai dari yang sangat umum sampai sangat spesifik. Tinjauan literature ini bertujuan untuk menyusun definisi fungsional dari metode service learning dan mengidentifikasi komponennya sehingga dapat digunakan untuk merancang dan mengevaluasi metode service learning dalam pendidikan keperawatan. Integrative review (tinjauan pustaka terintegrasi) dilakukan untuk melakukan analisis konsep service learning. Pencarian literature secara komprehensif melalui database elektronik yang terdiri dari CINAHL, MEDLINE, ERIC, Scopus, dan the Web of Sciencedari publikasi yang paling awal sampai dengan tanggal 23 Juni 2015. Kata kunci yang digunakan adalah: nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education.Total 42 artikel penelitian dimasukkan dalam analisis. Definisi fungsional service learning telah disusun dan empat komponen utama service learning telah diidentifikasi yang terdiri dari pengalaman belajar lapangan intra-kurikuler yang terstruktur, refleksi, reciprocity (manfaat timbal balik), dan penentuan hasil dan manfaat yang spesifik untuk semua pihak yang terlibat. Model konseptual yang disusun dapat berkontribusi bagi institusi pendidikan keperawatan untuk mengembangkan, melaksanakan dan mengevaluasi kegiatan service learning. Kata kunci : Definisi, komponen, pendidikan keperawatan, service learning

scholarly journals Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

scholarly journals Manikin Simulation in Mental Health Nursing Education: An Integrative Review

2016 ◽  
Vol 12 (11) ◽  
pp. 484-495 ◽  
Author(s):  
Elicia L. Kunst ◽  
Marion Mitchell ◽  
Amy N.B. Johnston
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Integrative Review ◽  
Mental Health Nursing ◽  
Health Nursing

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Simon Adam
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
The Social ◽  
Baccalaureate Nursing Program ◽  
Health Nursing

AbstractUndergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

Development of a Mental Health Objective Structured Clinical Examination (OSCE): A Pilot Study

2019 ◽  
Vol 50 (4) ◽  
pp. 448-460 ◽  
Author(s):  
Cherrill Stockmann ◽  
Desiree A. Diaz ◽  
Debra Murphy ◽  
Kimberly Dever ◽  
Michelle Marchini ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Pilot Study ◽  
Nursing Students ◽  
Clinical Assessment ◽  
Clinical Competence ◽  
Objective Structured Clinical Examination ◽  
Validity And Reliability ◽  
Mental Health Nursing ◽  
Health Nursing

Background.An Objective Structured Clinical Examination (OSCE) is an effective means for clinical evaluation related to clinical competence. Historically, clinical assessment is based on direct observation which can be rooted in subjectivity. Evidence is minimal regarding psychometric properties of an OSCE in undergraduate mental health nursing education, although established as a valid measure of clinical competence. Method.A pilot study was conducted with a convenience sample of 13 sixth semester nursing students to evaluate the validity and reliability of an OSCE framework designed to assess undergraduate mental health nursing students’ clinical competence. The research questions asked: What are the psychometric properties of a mental health OSCE developed for undergraduate nursing education? How do students perceive the OSCE? Results.Preliminary validity and reliability measures were established, including content and criterion validities and inter-rater reliability. Students perceived the OSCE as both a beneficial and challenging learning experience. Conclusion.The OSCE was initially established as a valid, reliable tool for the assessment of clinical competence in undergraduate mental health nursing education. This evaluation method may be used to objectively assess mental health nursing knowledge, skills, and attitudes in conjunction with existing clinical assessment methods to provide a valid, reliable measure of clinical competence. More testing is needed.

Expert by Experience Involvement in Mental Health Nursing Education: Nursing Students’ Perspectives on Potential Improvements

2019 ◽  
Vol 40 (12) ◽  
pp. 1026-1033 ◽  
Author(s):  
Brenda Happell ◽  
Shifra Waks ◽  
Aine Horgan ◽  
Sonya Greaney ◽  
Julia Bocking ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Mental Health Nursing ◽  
Health Nursing ◽  
Education Nursing

On-line role play in mental health education

2016 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Lorna Saunder
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Low Cost ◽  
Role Play ◽  
Continuing Professional Development ◽  
Mental Health Nursing ◽  
Content Type ◽  
On Line ◽  
Health Nursing

Purpose – The purpose of this paper is to explore a method of incorporating on-line role play in mental health nursing education. Recreation of meaningful and realistic simulations for mental health nurses is challenging. Examination of the literature reveals there is a gap in the provision of simulations that replicate practice, encourage the development of skills and promote responsibility. Those that exist may require significant investment in complex technologies or a high degree of planning and time commitment. Design/methodology/approach – An evaluation of a pedagogical design that used an on-line survey to gather responses and thematic analysis was undertaken. Findings – The findings identified that students engaged with the case leading to a realistic experience of case management and development of professional communication skills. Research limitations/implications – This evaluation could be expanded further to a more formal study examining the students’ emotional responses and learning as they progress through the activity. Practical implications – The activity outlined in this paper demonstrates that a relatively simple approach can result in deep learning whereby the student can fully experience the role of a qualified practitioner. This model could easily be adopted by other higher education institutions or as a part of continuing professional development. Originality/value – This paper combines previously researched methods of providing role play to mental health nursing students. It has addressed the critiques of other methodologies such as being time consuming, expensive or lacking in realism. The end product, is low cost, manageable from the lecturers perspective and delivers important learning outcomes to the students.

scholarly journals Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

2020 ◽  
Vol 17 (18) ◽  
pp. 6756
Author(s):  
Kyung Im Kang ◽  
Jaewon Joung
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Mental Health Problems ◽  
Consumer Involvement ◽  
Theory And Practice ◽  
Integrative Review ◽  
Asian Countries ◽  
Mental Health Nursing ◽  
Innovative Strategy ◽  
Health Nursing

This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.

scholarly journals Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

2021 ◽  
Author(s):  
Ryo Odachi ◽  
Hironori Yada ◽  
Keiichiro Adachi
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Life Experience ◽  
Learning Experience ◽  
Knowledge Retention ◽  
Theory Approach ◽  
Mental Health Nursing ◽  
National University ◽  
Health Nursing

Abstract Objective: This study aimed to clarify the process of students’ experience of learning to identify association and dissociation between lectures and practicums in psychiatric and mental health nursing (PMHN) education at a university.Methods: An interview survey of 21 students from a regional national university in Japan was conducted, and the interview data were analyzed with a modified grounded theory approach.Results: The analysis identified 12 categories and 32 concepts regarding the process of learning experience in PMHN among university nursing students. Through lectures, the students accomplished “self-developmental knowledge retention” or “acquisition of superficial knowledge about PMHN” toward “formation of learning attitude based on life experience.” The outcomes of lectures significantly affected practicums; the former possibly resulted in “non-discovery of significance of practicums;” however, the latter possibly approached “developmental self-learning.”Discussion: The association between students’ interests based on life experience and contents of lectures affected practicums, and the lecture design readily imaginable from students’ experience was desirable. Practicums must be built on teaching strategies that make students aware of the particularity of communication.

A Phenomenological Study to Explore the Challenges in Mental Health Nursing OSCE pattern of examination among B. Sc. Nursing III year students in Dhanvantri College of Nursing at Namakkal

2021 ◽  
pp. 325-327
Author(s):  
Sampoornam. W
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Phenomenological Study ◽  
Clinical Skills ◽  
Objective Evaluation ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
Health Nursing ◽  
Qualitative Phenomenological

Context: During recent years, Objective structured clinical examination (OSCE) has been used in nursing education and other health care professions. It is considered as the “Gold Standard” for assessing the clinical skills. Objective evaluation of clinical competencies is a key component of undergraduate nursing education programs. Methods: We conducted a qualitative phenomenological study to explore the challenges in OSCE and also to identify the themes based on challenges in OSCE. All interviews were recorded and transcribed for the III year B.Sc Nursing students who had faced challenges in mental health nursing OSCE pattern of examination with the help of vignettes. Colaizzi seven steps analysis framework was used to identify major themes in the collected data. Results: We identified 2 challenges and themes in mental health nursing OSCE pattern of examination Viz the anxiety related to OSCE and the time confinement in manned stations.

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