Service-Learning in Undergraduate Nursing Education: Where is the Reflection?

Citation data:

Journal of professional nursing : official journal of the American Association of Colleges of Nursing, ISSN: 1532-8481, Vol: 32, Issue: 1, Page: 48-53

Publication Year:
2016
Usage 880
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Citations 12
Citation Indexes 12
Repository URL:
https://scholar.valpo.edu/nursing_fac_pubs/40; https://scholar.valpo.edu/nursing_fac_pubs/49
PMID:
26802591
DOI:
10.1016/j.profnurs.2015.05.001
Author(s):
Brown, Janet M; Schmidt, Nola A
Publisher(s):
Elsevier BV
Tags:
Nursing; Service–Learning; Reflection; Undergraduate; Nursing education
article description
Service-Learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. Although there is a proliferation of literature about service-learning, upon closer examination, it is apparent that some authors do not place emphasis on reflection when reporting on service-learning projects. This begs the question, "Where is the reflection?" The purpose of this article is to provide an overview and describe misrepresentations and exemplars of service-learning. After providing an overview of service-learning, examples of how service-learning is misrepresented in the literature are discussed. Exemplars of service-learning are also cited. Calling attention to how service-learning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection.