The benefits of experiential learning during a service-learning engagement in child psychiatric nursing education

At a time when student stakeholders are demanding value for money, experiential service learning is expected to enrich student learning and also add value to society. To appreciate the context of experiential service learning, this chapter explores the theoretical and conceptual approaches to the learning process including theories, models, and perspectives, as well as derivation of a conceptual analytical framework. Since general education tends to not only embrace integrative learning approaches but also typically conducive to experiential and service learning, it is also covered in this chapter. It is hoped that upon completion of this chapter, the reader would be able to and enthused about repackaging their courses towards experiential learning engagement. Moreover, there will be a strong bias towards engagement of students towards service learning, and thus value addition to their respective communities.

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Community Involvement and Benefits From an International Service Learning Program

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig7.5 ◽

2017 ◽

Vol 2 (7) ◽

pp. 5-12 ◽

Cited By ~ 1

Author(s):

Lata A. Krishnan ◽

Christi Masters ◽

Jennifer M. Simpson

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Community Involvement ◽

Learning Program ◽

Short Term ◽

International Service Learning ◽

International Service ◽

Short Term Study ◽

Service Activities ◽

Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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

Innovation in Aging ◽

10.1093/geroni/igaa057.1780 ◽

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.

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The integration of a community service learning water project in a post-secondary chemistry lab

Chemistry Education Research and Practice ◽

10.1039/d0rp00374c ◽

2021 ◽

Author(s):

Karen Ho ◽

Boris S. Svidinskiy ◽

Sahara R. Smith ◽

Christopher C. Lovallo ◽

Douglas B. Clark

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Secondary Students ◽

Community Service ◽

Positive Impact ◽

Methodological Approach ◽

Community Service Learning ◽

Secondary Chemistry ◽

Post Secondary ◽

K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

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Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments

Quest ◽

10.1080/00336297.2021.1917428 ◽

2021 ◽

pp. 1-19

Author(s):

Wesley J. Wilson ◽

Elizabeth A. Theriot ◽

K. Andrew R. Richards ◽

Alyssa M. Trad ◽

Lauren Schriner

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Support Students ◽

People With Impairments

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Establishing Partnerships for Effective Academic Programs

Kinesiology Review ◽

10.1123/kr.2017-0040 ◽

2017 ◽

Vol 6 (4) ◽

pp. 384-390 ◽

Cited By ~ 1

Author(s):

Joanna L. Morrissey ◽

Joseph A. Beckett ◽

Ross Sherman ◽

Lisa J. Leininger

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Undergraduate Students ◽

Learning Process ◽

Community Partnerships ◽

Academic Programs ◽

Campus Community ◽

Specific Service ◽

Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

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