在护理教育中实施服务学习方法：案例研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2024-10-05 DOI:10.1016/j.nedt.2024.106449

Manuel Jesús Pérez-Baena , Francisco Josué Cordero-Pérez , Marina Holgado-Madruga

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引用次数: 0

摘要

导言：护士在促进全球健康方面发挥着至关重要的作用，而创新的教学策略对于应对现代教育挑战至关重要。服务学习（Service-learning）是一种基于学分的方法，它将社区服务与学术学习相结合，在增强学生对课程内容理解的同时培养学生的公民价值观。尽管服务式学习在美国已经确立，在欧洲也在不断发展，但大多数关于服务式学习的研究都集中在学生的学习成果上，往往忽视了它对所服务社区的影响。研究目的：本研究的目的是检验护理专业学生向学童教授药理学课程主题的服务式学习实践是否促进了护理专业学生和学童对该主题的了解：本研究包括两项前测-后测定量分析和两项满意度调查：结果：护理专业学生的后测成绩和小学生的后测成绩均优于护理专业学生的后测成绩；护理专业学生的后测成绩和小学生的后测成绩均优于护理专业学生的后测成绩：护理专业学生的后测成绩明显高于前测成绩（p = 0.0009）。干预后的正确答案百分比明显高于干预前（p 结论：服务学习提高了护理专业学生对护理工作的认识：服务学习增强了护理专业学生和学龄儿童对药理学知识的了解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Implementing the service-learning methodology in nursing education: A case study

Introduction

Nurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served.

Aims

The purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children.

Design

This research involves two pretest-posttest quantitative analyses and two satisfaction surveys.

Participants

Seventy-six nursing students participated during the 2022–2023 academic year, and 69 primary school pupils received the service-learning intervention.

Results

Post-test scores of nursing students were significantly higher than pre-test scores (p = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (p < 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness.

For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (p < 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (p < 0.0001, p < 0.0001, and p < 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils.

Conclusions

Service-learning enhances knowledge of the pharmacology topic in both nursing students and school children.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.