Indiana University Northwest, 3400 Broadway Avenue, Dunes Medical Professional Building, 3118 Gary, IN, USA.
J Prof Nurs. 2020 Nov-Dec;36(6):625-627. doi: 10.1016/j.profnurs.2020.08.016. Epub 2020 Aug 27.
When community engaged service learning (CESL) is integrated as a component of nursing education, student learning outcomes are improved. Utilizing this pedagogical strategy in undergraduate pathophysiology and pharmacology courses comes with a unique set of challenges and barriers. However, integrating this high impact, evidence-informed approach offers an opportunity for students to advance knowledge of course concepts while meeting the needs of underserved community groups. Forty-two sophomore level nursing students enrolled in pathophysiology and pharmacology completed semester long projects in the community. Student reflective responses were collected, analyzed for content, and revealed themes of perceived community connection, empathy, and empowerment to become community engaged leaders.
当社区参与式服务学习 (CESL) 被整合为护理教育的一个组成部分时，学生的学习成果会得到改善。在本科病理生理学和药理学课程中使用这种教学策略会带来一系列独特的挑战和障碍。然而，整合这种高影响力、基于证据的方法为学生提供了一个机会，使他们在满足服务不足的社区群体需求的同时，提高对课程概念的理解。42 名大二护理专业学生参与了病理生理学和药理学的社区学期项目。学生的反思性反应被收集、进行内容分析，并揭示了对社区联系、同理心和赋权的感知主题，以成为社区参与式领导者。
