Rodríguez-Nogueira Óscar, Moreno-Poyato Antonio R, Álvarez-Álvarez María José, Pinto-Carral Arrate
Department of Nursing and Physiotherapy, Campus de Ponferrada, Universidad de León, Avda/ Astorga, s/n, 24400 Ponferrada, León, Spain.
Escola d´Infermeria Departament d'Infermeria de Salut Pública, Salut Mental i MaternoInfantil Facultat de Medicina i Ciències de la Salut, Campus de Bellvitge, Universitat de Barcelona, Pavelló de Govern, 3a planta, despatx 305 C Feixa Llarga, s/n 08907-L'Hospitalet de Llobregat, Barcelona, Spain.
Nurse Educ Today. 2020 Apr 19;90:104437. doi: 10.1016/j.nedt.2020.104437.
Research into service learning (SL) in education has increased since the 1990s. In higher education physiotherapy programmes, this technique is used to achieve real practical learning and to grasp how to recognize and manage emotions, to be concerned for others and to take decisions in clinical contexts.
To create a community experience through SL methodology for physiotherapy university students and to analyse their perceptions of the learning experience and changes in empathy.
A mixed research method, a quasi-experimental quantitative approach with pre- and post-measurements of a single group and a qualitative approach through reflective diaries subjected to a contents analysis.
29 students of the Faculty of Health Sciences (Department of Nursing and Physiotherapy) designed and put into practice a workshop for promoting physical activity in 277 children from the first and the sixth year of compulsory primary education.
The project was divided into three phases: planning, performing and reflecting on the service. At the start, participants completed a questionnaire to determine their scale of empathy on the Interpersonal Reactive Index (IRI). One week after performing the service they handed over reflective diaries and completed a second IRI scale survey. An analysis was carried out of the contents of the reflective diaries.
Twenty-nine students agreed to participate. These learners consolidated their skills in the subject, indicating their satisfaction with the significant learning they achieved. The IRI scale showed a significant improvement in the Personal Distress dimension (p = 0.002).
Active learning in the context of processes of a participatory and reflective type implies greater understanding of the phenomenon studied. It allows an enhance awareness of the importance of inclusivity and involvement of users in the context of clinical practice. It also provides socio-emotional learning, improving interpersonal abilities and the capacity to face up to stressful situations.
自20世纪90年代以来，教育领域对服务学习（SL）的研究有所增加。在高等教育物理治疗课程中，这种技术用于实现真正的实践学习，并掌握如何识别和管理情绪、关心他人以及在临床环境中做出决策。
通过服务学习方法为物理治疗专业大学生创造一种社区体验，并分析他们对学习体验的看法以及同理心的变化。
一种混合研究方法，采用单组前后测量的准实验定量方法，以及通过对反思日记进行内容分析的定性方法。
健康科学学院（护理与物理治疗系）的29名学生为277名小学一、六年级的儿童设计并实施了一个促进体育活动的工作坊。
该项目分为三个阶段：服务规划、实施和反思。开始时，参与者完成一份问卷，以确定他们在人际反应指数（IRI）上的同理心量表。在服务实施一周后，他们提交反思日记并完成第二次IRI量表调查。对反思日记的内容进行了分析。
29名学生同意参与。这些学习者巩固了该学科的技能，表明他们对所取得的显著学习成果感到满意。IRI量表显示个人痛苦维度有显著改善（p = 0.002）。
在参与式和反思式过程中进行主动学习意味着对所研究现象有更深入的理解。它能增强对包容性以及用户参与临床实践重要性的认识。它还提供社会情感学习，提高人际交往能力和应对压力情况的能力。
