Defining Service Learning in Nursing Education: An Integrative Review
Abstract: 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
Penulis: Neti Juniarti, Lana
Zannettino, Jeffrey Fuller, Julian Grant
Kode Jurnal: jpkeperawatandd160319
