Chao Kuo-Yu, Yang Bao-Huan
Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Division of Colon and Rectal Surgery, Chang Gung Memorial Hospital, Linkou, Taiwan.
Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan.
Nurse Educ Today. 2022 Jun;113:105364. doi: 10.1016/j.nedt.2022.105364. Epub 2022 Apr 11.
Service-learning provides nursing students with hands-on experience in a real-world setting. Students learn how to care for others and manage their emotions.
This study examined the effectiveness of integrating service-learning into a nursing course on nursing care for children with developmental disorders.
This was a mixed-methods study with two pretest-posttest quantitative analyses and a qualitative component.
Nursing students (N = 74) enrolled in a semester-long course in nursing care for children with developmental disorders participated in the study. Data were collected between February 2017 and June 2021. The service-learning part of the course assigned teams of two to three students to provide nursing care for a child (ages 5-19 years) diagnosed with a developmental disorder. At the conclusion of the course, students presented a short video with reflections of their experiences. Pretest versus post-test scores compared mid-term and final exam scores regarding knowledge of children with developmental disorders and scores on a 9-item self-report instrument on service-learning skills. Self-reflections from the video presentation provided qualitative data about the impact on students' awareness of the caregiving needs of children with developmental disorders.
The mean final exam scores were significantly higher compared with midterm scores (96.12, (SD = 4.63) vs 94.82 (SD = 12.08); F = 6.81, p < .001), indicating knowledge of developmental disabilities had increased. Pretest vs posttest scores for service-learning skills indicated confidence had significantly increased (p < .001). Students' video reports indicated sensitivity to the challenges and needs of these children had increased.
Service-learning exposed nursing students to the challenges and rewards of caring for children with developmental disorders. Knowledge, as well as confidence, increased. Nurse educators could easily integrate service-learning into courses required as part of the curriculum for pediatric nursing students.
服务学习为护理专业学生提供了在现实环境中的实践经验。学生们学习如何照顾他人并管理自己的情绪。
本研究探讨了将服务学习融入护理课程中对发育障碍儿童护理的效果。
这是一项混合方法研究，包括两次前测-后测定量分析和一个定性部分。
参加为期一学期发育障碍儿童护理课程的护理专业学生（N = 74）参与了该研究。数据收集于2017年2月至2021年6月期间。课程中的服务学习部分将两到三名学生组成小组，为一名被诊断患有发育障碍的儿童（5至19岁）提供护理。课程结束时，学生们展示了一段关于他们经历的反思短视频。前测与后测分数比较了关于发育障碍儿童知识的期中考试和期末考试成绩，以及一份关于服务学习技能的9项自我报告工具的分数。视频展示中的自我反思提供了关于服务学习对学生对发育障碍儿童护理需求意识影响的定性数据。
期末考试的平均成绩显著高于期中考试成绩（96.12，标准差 = 4.63；94.82，标准差 = 12.08；F = 6.81，p <.001），表明对发育障碍的知识有所增加。服务学习技能的前测与后测分数表明自信心显著增强（p <.001）。学生的视频报告表明对这些儿童面临的挑战和需求的敏感度有所提高。
服务学习让护理专业学生接触到照顾发育障碍儿童的挑战和回报。知识和自信心都有所提高。护理教育工作者可以轻松地将服务学习融入儿科护理专业学生课程所需的课程中。
