Yoong Si Qi, Liao Ariel Wen Xin, Goh Sam Hongli, Zhang Hui
Alice Lee Centre of Nursing Studies, Yong Yoo Lin School of Medicine, National University of Singapore, Singapore.
Woodlands Health Campus, Khoo Teck Phuat Hospital, Singapore.
Nurse Educ Today. 2022 Jun;113:105376. doi: 10.1016/j.nedt.2022.105376. Epub 2022 Apr 20.
Community service-learning is a structured experiential learning approach in which students engage in service activities in response to identified community need(s). Service-learning programmes are developed to promote understanding of societal issues and facilitates critical learning for the learners, with emphasis on learning through reflection.
To synthesize findings from published and grey literature related to the educational effects of community service-learning involving older adults in nursing education and evaluate the quality of existing service-learning programmes.
Integrative review following Whittemore and Knafl's framework to analyse and synthesize a broader range of evidence.
Six databases (PubMed, ScienceDirect, CINAHL, PsycINFO, ERIC and ProQuest) were systematically searched from inception until 30 July 2021. Reference lists of relevant studies and reviews were also assessed for eligible studies. We also searched for grey literature and dissertations in ProQuest and Google Scholar.
The 5-step method was used: problem identification, literature search, data evaluation, analysis, and presentation. Included studies were appraised using the Mixed Methods Appraisal Tool checklist. Service-learning programmes were evaluated using the Service-Learning Quality Assessment Tool.
A total of 21 studies were included. Educational benefits of service-learning in the three domains of learning (cognitive, affective and psychomotor) were identified. Nine service-learning programmes achieved adequate quality and implementation of service-learning principles, while 12 exhibited emergent quality and implementation.
Service-learning provides various benefits in nursing education. Existing empirical studies do not always follow established service-learning principles, and the quality of evidence is considered low. Future studies should use more rigorous methodologies and improve the reporting of research.
社区服务学习是一种结构化的体验式学习方法，学生根据已确定的社区需求参与服务活动。开展服务学习项目旨在促进对社会问题的理解，并为学习者推动批判性学习，重点是通过反思进行学习。
综合已发表文献和灰色文献中有关社区服务学习在护理教育中对老年人的教育效果的研究结果，并评估现有服务学习项目的质量。
遵循惠特莫尔和克纳夫的框架进行综合评价，以分析和综合更广泛的证据。
对六个数据库（PubMed、ScienceDirect、CINAHL、PsycINFO、ERIC和ProQuest）从建库至2021年7月30日进行系统检索。还对相关研究和综述的参考文献列表进行评估以查找符合条件的研究。我们还在ProQuest和谷歌学术中搜索灰色文献和学位论文。
采用五步方法：问题识别、文献检索、数据评估、分析和呈现。使用混合方法评估工具清单对纳入的研究进行评价。使用服务学习质量评估工具对服务学习项目进行评估。
共纳入21项研究。确定了服务学习在学习的三个领域（认知、情感和心理运动）的教育益处。九个服务学习项目实现了足够的质量并落实了服务学习原则，而12个项目表现出初步的质量和落实情况。
服务学习在护理教育中具有多种益处。现有的实证研究并不总是遵循既定的服务学习原则，证据质量被认为较低。未来的研究应采用更严谨的方法并改进研究报告。
