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

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.

Teaching Students about Intravenous Therapy: Increased Competence and Confidence

Aim/Purpose: Graduate nurses require competency in IV therapy. Associate Degree in Nursing (ADN) programs offer elective IV education to provide additional information for interested students. After instituting such a course, students' perceived comfort and knowledge of IV therapy were evaluated. Review of Relevant Literature: Studies demonstrated that IV education for nurses in practice helped reduce complication rates. Dated research also indicated that nursing programs were reluctant to provide IV instruction that included advanced skills, such as catheter insertions. More recent literature involved teaching methodology. Methods: A researcher-designed survey was distributed at the completion of an ADN program to evaluate perceived knowledge and comfort related to IV therapy, as well as information about IV education throughout the program. Results: Students who participated in the workshop perceived having a higher level of comfort and knowledge of several IV content areas than those who participated in the course or had no elective IV education. Conversely, participants in the workshop and course felt more comfortable with central line dressing changes and IV insertions than students who did not take either IV educational offering. Conclusions: The standard IV education appeared to provide adequate knowledge and comfort with IV therapy. However, optional IV education benefited students who wanted more in depth IV knowledge and skills. Implications for Practice: The best methods for teaching ADN students about IV therapy remains unknown. However, offering an elective course provides opportunities for interested students to increase their knowledge and comfort related to IV therapy prior to graduation.