Theoretical Foundations of Service-Learning in Nursing Education

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.

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Service-Learning: Isn't That What Nursing Education Has Always Been?

Journal of Nursing Education ◽

10.3928/0148-4834-20010201-03 ◽

2001 ◽

Vol 40 (2) ◽

pp. 51-52

Author(s):

Sandra J Peterson ◽

Marjorie A Schaffer

Keyword(s):

Nursing Education ◽

Service Learning

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A Community Engagement Initiative: Service-Learning in Graduate Nursing Education

Journal of Nursing Education ◽

10.3928/0148-4834-20021001-11 ◽

2002 ◽

Vol 41 (10) ◽

pp. 457-461 ◽

Cited By ~ 2

Author(s):

Georgia L Narsavage ◽

Deborah Lindell ◽

Yea-Jyh Chen ◽

Carol Savrin ◽

Evelyn Duffy

Keyword(s):

Nursing Education ◽

Service Learning ◽

Community Engagement ◽

Graduate Nursing

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Integrating YouTube into the Nursing Curriculum

OJIN: The Online Journal of Issues in Nursing ◽

10.3912/ojin.vol16no03ppt03 ◽

2011 ◽

Vol 16 (3) ◽

Author(s):

Leighsa Sharoff

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Graduate Students ◽

Undergraduate Students ◽

Nurse Educators ◽

Nursing Curriculum ◽

Nursing Courses ◽

User Friendly ◽

Nursing Professionals ◽

Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

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Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch071 ◽

2018 ◽

pp. 1542-1560

Author(s):

Patricia A Talbot ◽

Jennifer Jones

Keyword(s):

Service Learning ◽

Critical Pedagogy ◽

Study Abroad ◽

Transformational Learning ◽

Field Work ◽

Community Members ◽

Related Field ◽

Transformational Learning Theory ◽

Classroom Study ◽

Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

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Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

Advancing Teacher Education and Curriculum Development through Study Abroad Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9672-3.ch007 ◽

2016 ◽

pp. 112-130

Author(s):

Patricia A Talbot ◽

Jennifer Jones

Keyword(s):

Service Learning ◽

Critical Pedagogy ◽

Study Abroad ◽

Transformational Learning ◽

Field Work ◽

Community Members ◽

Related Field ◽

Transformational Learning Theory ◽

Classroom Study ◽

Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

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Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch070 ◽

2016 ◽

pp. 1438-1456

Author(s):

Patricia A. Talbot ◽

Jennifer Jones

Keyword(s):

Service Learning ◽

Critical Pedagogy ◽

Study Abroad ◽

Transformational Learning ◽

Field Work ◽

Community Members ◽

Related Field ◽

Transformational Learning Theory ◽

Classroom Study ◽

Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Download Full-text