Abstract
This mixed-methods study through a constructivist lens, focused the actions, thoughts, and perspectives of undergraduate nursing students who participated in one nursing course with a service-learning component. The four-fold purpose of this study was to answer the following questions: (1) As a teaching strategy, how does one undergraduate nursing course with a service-learning component enhance the development of soft nursing skills? (2) How were empathy and self-awareness evident in the students who participated in this study? (3) What did these students do, say, and feel that gave evidence of any development of soft skills? (4) How did the soft skills affect the relationship between the patient/client and student nurse? (5) What stories did the nursing students tell about soft skills and care of the patient/client? (6) What does the analysis of the results of this study have to say to today's undergraduate nursing schools?
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Nursing Students, Empathy, Nursing Education, Service-Learning Component, Self-Awareness
Advisor
Donna Innes
Second Advisor
Cyndi Nienhaus
Third Advisor
Michael Ketterhagen
Degree
PhD
Degree Grantor
Marion University
Degree Year
2015
Recommended Citation
Passel, Cheryl A., "Service-learning's impact on the development of undergraduate nursing students' soft skills" (2024). Dissertations. 332.
https://www.sigmarepository.org/dissertations/332
Rights Holder
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All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-09-11
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3707716; ProQuest document ID: 1696935963. The author still retains copyright.