Service-learning in the nursing curriculum: are we at the level of evidence-based practice?

Service-learning is implemented as a learning strategy in all levels of education. However,there is little evidence to support its efficacy and influence on student learners and those served, due in part to broad operational definitions and the dearth of empirical evidence. The current trend of including service-learning in the nursing curriculum falls short of evidence-based practice, a valuable pillar in nursing education. The purpose of this systematic review is to review the research that has been conducted on service-learning and to investigate outcomes on nursing students. Suggestions for future research include the development and use of standardized operational definitions. Concepts of interest for measurement and research instruments have been identified.

Service-learning in nursing education: its impact on leadership and social justice.

Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

Assessing emergency preparedness of families caring for young children with diabetes and other chronic illnesses.

PURPOSE: To help children with chronic illnesses and their caregivers assess emergency preparedness. CONCLUSIONS: Little work has been done to ascertain patient adherence levels to these recommendations. Additionally, little is known about the seeking patterns of healthcare providers and/or changes in interventions based on certain elements of emergency preparedness, such as the presence of medical alert identification and an emergency kit. PRACTICE IMPLICATIONS: Healthcare providers must discover their patients' level of emergency preparedness and facilitate the acquisition and implementation of elements of emergency preparedness that meet their patients' needs.