Sandberg MT. Nursing Faculty Perceptions of Service-Learning: An Integrative Review.
J Nurs Educ 2018;
57:584-589. [PMID:
30277542 DOI:
10.3928/01484834-20180921-03]
[Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2018] [Accepted: 05/01/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND
Nursing faculty plays a central role in facilitating service learning experiences, yet little is known about their perceptions of service-learning.
METHOD
Whit-temore's and Knafl's method for integrative review was used to analyze sources from CINAHL, ERIC, MEDLINE Complete, ProQuest LLC, and ScienceDirect.
RESULTS
Literature about nursing faculty perceptions of service-learning was scarce. Therefore, a thematic analysis was completed on 17 diverse sources regarding general faculty perceptions.
CONCLUSION
Limited research was discovered related to nursing faculty perceptions, exposing a gap in the literature. Further research may clarify the role of service-learning in nursing education. [J Nurs Educ. 2018;57(10):584-589.].
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