Critical Thinking in Students' Service-Learning Experiences

Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education

BACKGROUND AND PURPOSE

In response to the numerous calls for the physical therapy profession to position itself as an equity and social justice-centered profession, we are called to provide aspiring physical therapists with the skills to dismantle inequities and injustice in their communities. Exposure to health inequity and injustice through conceptual and experiential learning alone does not prepare students to create positive change and may serve to perpetuate stereotypes and offer simplistic solutions to complex problems.

POSITION AND RATIONALE

We argue that a traditional service-learning model lacks transformative potential for bringing about social change. Therefore, we introduce critical service-learning, compare it with the traditional model in the context of physical therapy experiential learning, and provide rationale and guidance on transitioning to this educational approach. We believe critical service-learning is an action-oriented approach that works to identify the root causes of social and structural determinants and accept personal and shared responsibility for acting to ameliorate their effects. Critical service-learning experiences require critical reflection and call for intentional design including teacher training, rich community engagement, student assignments that challenge current paradigms, and use of evaluative measures that assess community goals. These aspects add to the historically practiced traditional model.

DISCUSSION AND CONCLUSION

We invite educators to shift to critical service-learning, an approach that has great potential for benefiting all interested parties in meaningful and long-lasting ways. Critical service-learning holds the opportunity for our profession to be better positioned to transform society.

Impact of Service-Learning educational interventions on nursing students: An integrative review

BACKGROUND

Service learning is an innovative educational approach that enables nursing students to directly participate and engage in the community while providing them and the community with benefits.

OBJECTIVES

To summarise the evidence from service learning activities for nursing students, the educational and non-educational benefits derived through implementing this methodology, and the participating students' perceptions.

DESIGN

An integrative review including qualitative, quantitative, and mixed methods designs was conducted.

DATA SOURCES

The articles were identified through a systematic search in the following electronic databases: PubMed, Cochrane Library Plus, Scopus, CINAHL Complete (EBSCOHost), and Education Source (EBSCOHost).

REVIEW METHODS

The search for studies was conducted in December 2020 using the following search terms: "Service learning", "Service-learning partnership", "Nursing", "Benefits" and "Intervention".

RESULTS

A total of 22 articles were included. A positive relationship was found between the nursing students participating in service learning programmes and the acquisition of educational benefits, such as theoretical and practical learning, communication skills, and teamwork, and non-educational benefits, such as empathy, questioning prejudices, and commitment. In addition, a wide variety of activities and interventions were found to have been implemented using this academic approach, as well as a positive evaluation by the participating students.

CONCLUSIONS

Service learning programmes with the active participation of nursing students generate benefits for both them and the community. First, these interventions receive positive evaluations from participating students. Furthermore, the interventions developed using service learning are varied and require motivation and creativity to implement them. However, there is a need for more experimental studies and the use of larger samples in service learning programmes.

Bachelor nursing students´ and their educators´ experiences of teaching strategies targeting critical thinking: A scoping review

AIM

The objective of this scoping review was to review the published literature on existing teaching strategies targeting bachelor nursing students' critical thinking and explore how these strategies are described by students and educators. The research questions were: (i) Which teaching strategies are described in the literature targeting critical thinking among nursing students? and (ii) How are these teaching strategies described and experienced by students and/or nurse educators?

BACKGROUND

Critical thinking is integrated in the many clinical assignments and responsibilities with which registered nurses are faced. Therefore, it is important that nurse educators implement teaching strategies supporting bachelor nursing students' development of critical thinking to prepare them for their professional responsibilities.

DESIGN

Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.

METHODS

The scoping review followed the six steps of Arksey and O'Malley (2005). Systematic searches were conducted using the databases PubMed, CINAHL, ERIC, ERC and PsycINFO. Eligible studies were quality assessed and text excerpts answering the research questions were analysed by a thematic analysis.

RESULTS

Our findings represent 19 published studies and can be understood according to two themes: the importance of the educational conditions and the impact of implemented teaching strategies. The first theme reflected not only the descriptions of important traits in the educational milieu facilitating the development of critical thinking but also the importance of how the content targeting such skills were delivered and organised. The second theme mirrored descriptions of how the students, through the teaching strategies, realized the need for collaboration to facilitate critical thinking. Further, it showed how the teaching strategies fostered professional growth and learning adaptation, by encouraging the students to question their knowledge and facilitating their development of clinical knowledge.

CONCLUSIONS

The strategies used in the facilitation of critical thinking need to incorporate collaboration and student-centredness, creating a relaxed climate where the educators can assist through guidance and support. This calls for the implementation of teaching strategies whereby both educators and students are active in facilitating the learning environment.

Critical Thinking Cognitive Skills and Their Associated Factors in Chinese Community College Students in Hong Kong

The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development.

Social Innovation in the Undergraduate Architecture Studio

Social innovation has been gaining attention as an alternative method for defining socially constructed problems and their solutions in times of failure of more conventional methods. This study focused on the potential of undergraduate architecture students for social innovation in public space production. A novel collaborative educational method was proposed based on a conceptual framework of social extrapreneurs’ platforms of exploration, experimentation and execution, and problem-based learning. The method was designed for 90 h synchronous and 90 h asynchronous work, in a remote teaching mode. The benefit of the method was foreseen in improving the social processes of public space production, especially in areas with pronounced discrimination. Social innovation in planning is crucial for the capacity of imagining better futures in the context of a system’s evolutionary resilience and has the potential for democratization of public place design. Preliminary results show that the proposed method enables critical thinking, sets the base of action on social justice, and turns students into active agents of social change; thus, it provides an important contribution to the necessary, but still uncharted, paradigm shift in architectural education from an object- to people-driven design.

Engaging Students in Learning: Teaching the Reference Transaction

The purpose of the study was to explore the impact of applying a series of passive and active learning activities including a practice-based assignment when teaching the reference transaction to 43 students enrolled in a graduate program at Kuwait University. Students were asked to visit an academic library of their choice and approach the reference desk with a distinct information need. Based on the 2013 RUSA behavioral guidelines, students rated their perceptions of the behavioral attributes of reference librarians during the reference transaction encounter. In addition, two open-ended questions asked students for their opinions and feedback regarding their interaction with reference librarians. Finally, a three-hour class session was allocated for students’ reflection and discussion of their learning experience. All students participated in the study. Students found librarians approachable and exhibited interest in their inquiries. However, they showed less proficiency in their searching skills, managing and facilitating the use of results as well as applying follow-up activities. Students’ views and beliefs regarding their learning experience showed that the experiential nature of the assignment provided insight into the nuances of reference librarians, interviewing techniques, and the extent of subject knowledge and skills essential for a successful reference transaction. The results show that teaching students the reference transaction using a practice-based assignment coupled with having students assess the reference librarians’ performance provides a practical perspective that enhances student learning. Further, the benefits in using multiple methods and strategies in teaching the reference transaction that emerged from the study is deemed valuable for library and information science education in the design and development of course content.

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

Due to its growing practical relevance, sustainability entrepreneurship receives a high degree of academic attention. However, literature on how to educate sustainability entrepreneurs remains scarce. A promising didactical approach in this context is service learning. We ask if service learning is an effective way to educate sustainability entrepreneurs, and which framework conditions impact those educators. First, we draw on an established sustainable entrepreneurship capability framework and provide direct evidence from entrepreneurship educators about the effectiveness of service learning. Second, based on grounded theory, qualitative interviews with those educators reveal a framework composed of personal and institutional factors that they have to navigate when provide service learning. Our findings contribute to the interface of service learning and sustainability entrepreneurship by highlighting its effectiveness and the framework conditions for educators.

Nursing Program Partners With Community to Implement Neighborhood Influenza Immunization Clinics

Service-learning projects provide a valuable service to the community and a valuable clinical experience for nursing students. There are several national studies and initiatives that highlight the importance of partnerships in care and service delivery. This article describes how these were considered and incorporated into the development of a community partnership by multiple service providers to offer influenza immunizations in neighborhood stores. This article is a discussion of a multidisciplinary, community-wide influenza immunization clinic.

Complementary Learning Objectives: The Common Competencies of Leadership and Service-Learning

This chapter provides a framework for intentionally designing service-learning experiences that contribute to leadership competency development of students. Assessment of leadership competency development is also addressed.

Training socially responsive health care graduates: is service learning an effective educational approach?

BACKGROUND

Health care educators strive to train graduates who are socially responsive and can act as "change agents" for communities they serve. Service learning (SL) is increasingly being used to teach the social aspects of health care and develop students' social responsiveness. However, the effectiveness of SL as an educational intervention has not been established.

AIM

To assess the evidence for the effectiveness of SL.

METHOD

Seven electronic databases were searched up to 2012 and included all articles on SL for pre-professional health care students. Hand searching was also conducted.

RESULTS

A total of 1485 articles were identified, 53 fulfilled the search and quality appraisal criteria and were reviewed across six domains of potential SL effects: (i) personal and interpersonal development; (ii) understanding and applying knowledge; (iii) engagement, curiosity and reflective practice; (iv) critical thinking; (v) perspective transformation and (vi) citizenship.

CONCLUSION

While SL experiences appear highly valued by educators and students the effectiveness of SL remains unclear. SL is different from other forms of experiential learning because it explicitly aims to establish reciprocity between all partners and increase students' social responsiveness. Impact studies based on the interpretative paradigm, aligned with the principles of social accountability and including all stakeholder perspectives are necessary.

Service-learning in baccalaureate nursing education: a literature review

Service-learning is an educational pedagogy that provides students with an opportunity to apply classroom learning to real-world situations, while meeting a specific community need. The purpose of this literature review is to identify what type of baccalaureate nursing courses utilize service-learning, to determine the level at which baccalaureate nursing students are being engaged in service-learning, and to evaluate the efficacy of service-learning to meet curricular objectives. Suggestions are made for instructors who are considering integrating service-learning into their curriculum.

Global Service Learning Project Influences Culturally Sensitive Care

Global service learning opportunities provided nursing students with the opportunity to experience a health care system that was unfamiliar to them and to interact with health care providers within that system. Service learning is a part of professional education that allows students to demonstrate their ability to apply and synthesize knowledge while it sharpens nursing students’ critical thinking skills. Faculty and students from a southeastern university combined a global health care experience with an integrated research—service learning project targeted at “needed services” in a rural Russian primary care clinic. The purpose of this global service learning project was to (a) offer nursing students a global health care learning experience and (b) examine the prevalence of components of the metabolic syndrome among the population of Kuzmolovsky, Russia, through screening activities. Students, with the help of a translator, conducted teaching sessions based on screening results. Programs were planned in advance and careful consideration was paid to treatment recommendations that would be readily available in Russia. Kuzmolovsky health care providers were so enthusiastic that faculty and students were requested to return. Students found that the global experience increased their self-confidence and that it offered insight into providing culturally sensitive care when working with populations from different cultures.

The Motivation to Serve Others: Exploring Relations to Career Development

The current study explored the relation between service motivation, or the desire to serve others through one’s future career, and vocational outcomes across two studies. In the first study, using a sample of 225 undergraduate students, an instrument was developed to measure service motivation that demonstrated convergent and discriminant validity, strong internal consistency reliability, and strong test—retest reliability. In the second study, with a sample of 265 undergraduate students, service motivation was found to correlate positively with career decision self-efficacy, career adaptability, and career optimism and to correlate negatively with career indecision. Post hoc analyses found career optimism to fully mediate the relationship between service motivation and career indecision. These findings suggest that students who feel a stronger desire to use their future career to serve others will be more optimistic regarding their career future. Implications for research and practice are considered.

Strengthening Connections Between University Classrooms and Clinical Settings

The continued evolution of evidence-based practice in dysphagia is enhanced when connections between university classrooms and clinical settings are strengthened. Suggestions for facilitating improved lines of communication and interaction between these two important entities are provided.

Giving and receiving: a case study in service learning

Service learning is becoming a requirement for many universities wanting to connect with the communities surrounding them while also instilling civic responsibility in their students. The process should benefit all involved. In the following case study, the authors describe their experience of initiating a service learning component in an introductory nursing course, from the design to the implementation of the project. Faculty concerns and student reactions are included.

How a Nursing Program Strengthens Community Ties by Providing Health Teaching to Head Start Participants

The University of South Dakota (USD) Department of Nursing and the Sioux Falls, South Dakota, Head Start program have a working relationship that provides educational opportunities for students from USD and Head Start. Head Start provides learning opportunities for a diverse population in South Dakota. This article provides an overview of Head Start. The majority of the article describes the teaching project process and evaluates the benefits of this opportunity as reported by the community and nursing students. The need for graduate nurses well versed in patient education and in providing patient education at the patient’s level of understanding is well documented. This community health clinical opportunity enhances this important skill of nurses.

Service-Learning

This article describes the use of service-learning to promote cultural awareness in a course for prenursing students. A summary of the course design and rationale for service-learning are included. Students reported personal transformations as a result of the service-learning experience with diverse populations. Implications for the use of service-learning across the undergraduate curriculum are discussed.