Gillis Angela, Mac Lellan Marian A
Saint Francis Xavier University, Antigonish, NS, Canada.
Int J Nurs Educ Scholarsh. 2013 Apr 23;10:/j/ijnes.2013.10.issue-1/ijnes-2012-0031/ijnes-2012-0031.xml. doi: 10.1515/ijnes-2012-0031.
Critical service learning (CSL) offers promise for preparing community health nursing students to be advocates for social justice and social change. The purpose of this article is to describe a community based CSL project designed to provide cardiac health screening to an underserviced population, wherein nursing's role in social justice is integrated into nursing practice. First, the relationship between social justice and CSL is explored. Then, the CSL approach is examined and differentiated from the traditional service learning models frequently observed in the nursing curriculum. The CSL project is described and the learning requisites, objectives, requirements, and project outcomes are outlined. While not a panacea for system reform, CSL offers nursing students avenues for learning about social justice and understanding the social conditions that underlie health inequalities. Nurse educators may benefit from the new strategies for incorporating social justice into nursing curriculum; this paper suggests that CSL offers one possibility.
批判性服务学习（CSL）有望使社区健康护理专业的学生成为社会正义和社会变革的倡导者。本文旨在描述一个基于社区的CSL项目，该项目旨在为服务不足的人群提供心脏健康筛查，其中护理在社会正义中的作用被融入到护理实践中。首先，探讨社会正义与CSL之间的关系。然后，审视CSL方法，并将其与护理课程中常见的传统服务学习模式区分开来。描述了CSL项目，并概述了学习要求、目标、条件和项目成果。虽然CSL并非系统改革的万灵药，但它为护理专业学生提供了了解社会正义和理解健康不平等背后社会状况的途径。护理教育工作者可能会从将社会正义纳入护理课程的新策略中受益；本文表明CSL提供了一种可能性。
