California State University San Marcos, San Marcos, CA 92096, USA.
J Prof Nurs. 2013 May-Jun;29(3):163-7. doi: 10.1016/j.profnurs.2012.04.018.
The purpose of this article is to describe faculty roles related to the design and implementation of an international nursing service-learning project. The impetus for this project was the 2008 American Association of Colleges of Nursing (AACN) recommendations for using service-learning and immersion of students in diverse communities to improve nursing education in the area of cultural competency (American Association of Colleges of Nursing, 2008a). We define service-learning as a learning experience engaging students in meeting community needs in an international setting so as to offer a different perspective into community health practices and to promote cultural competency. Based on our experience with service-learning, we identified four faculty roles in developing these types of projects. We define these roles as initiator, collaborator, facilitator, and advocate. This article will discuss the application of these faculty roles in developing service-learning opportunities with students.
本文旨在描述与设计和实施国际护理服务学习项目相关的教师角色。该项目的推动力来自于 2008 年美国护理学院协会（AACN）的建议，即利用服务学习和学生在不同社区的沉浸式体验来提高文化能力领域的护理教育（美国护理学院协会，2008a）。我们将服务学习定义为一种学习体验，让学生参与满足国际社区的需求，从而为社区卫生实践提供不同的视角，并促进文化能力。基于我们在服务学习方面的经验，我们确定了在开发这类项目时的四个教师角色。我们将这些角色定义为发起人、合作者、促进者和倡导者。本文将讨论这些教师角色在为学生提供服务学习机会方面的应用。
