Abstract
Purpose: The aim of this experimental study was to determine if Baccalaureate of Science in Nursing (BSN) students who complete a service learning assignment score significantly higher on the Nursing Professional Values Scale - Revised (NPVS-R) compared to an attention control group of BSN students in the same nursing course. The service learning assignment consisted of 3 hours of service at a non-profit health care organization followed by reflection facilitated through online discussion groups and reflective paper. Attention control students attended a professional nursing meeting and described their observational experience in online discussion and a paper.
Methods: The NPVS-R was completed by 110 students; 56 in the intervention group and 54 in the attention control group. Data were analyzed using an independent t-test. Reliability of the NPVS-R was estimated using a Cronbach's alpha and demographic data was described using frequencies, measures of central tendency, and measures of spread.
Results: Findings indicated that students participating in a service learning assignment scored significantly lower (M = 99.43, SD = 11.032) than those in the attention control group (M = 105.07, SD = 11.293), (t(108) = -2.652, p = .005). The results not only fail to support the hypothesis, they provide data to indicate that students who were exposed to a more traditional assignment reported higher levels of professional values.
Conclusion: This study is the first to apply experimental research methods to analyze the relationship between service learning and nursing professional values development. The findings call into question widely held assumptions about service learning. As service learning experiences in local and global communities are becoming more common, it is imperative that further research be conducted to provide evidence of the efficacy of this educational strategy.
Sigma Membership
Beta Beta (Houston)
Lead Author Affiliation
The University of Texas Health Science Center at Houston, Houston, Texas, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
service learning, professional values, experimental research
Recommended Citation
Fowler, Debra L., "Exploring service learning as a method to enhance professional nursing values development" (2012). INRC (Congress). 170.
https://www.sigmarepository.org/inrc/2012/presentations_2012/170
Conference Name
23rd International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Brisbane, Australia
Conference Year
2012
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
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.
Acquisition
Proxy-submission
Exploring service learning as a method to enhance professional nursing values development
Brisbane, Australia
Purpose: The aim of this experimental study was to determine if Baccalaureate of Science in Nursing (BSN) students who complete a service learning assignment score significantly higher on the Nursing Professional Values Scale - Revised (NPVS-R) compared to an attention control group of BSN students in the same nursing course. The service learning assignment consisted of 3 hours of service at a non-profit health care organization followed by reflection facilitated through online discussion groups and reflective paper. Attention control students attended a professional nursing meeting and described their observational experience in online discussion and a paper.
Methods: The NPVS-R was completed by 110 students; 56 in the intervention group and 54 in the attention control group. Data were analyzed using an independent t-test. Reliability of the NPVS-R was estimated using a Cronbach's alpha and demographic data was described using frequencies, measures of central tendency, and measures of spread.
Results: Findings indicated that students participating in a service learning assignment scored significantly lower (M = 99.43, SD = 11.032) than those in the attention control group (M = 105.07, SD = 11.293), (t(108) = -2.652, p = .005). The results not only fail to support the hypothesis, they provide data to indicate that students who were exposed to a more traditional assignment reported higher levels of professional values.
Conclusion: This study is the first to apply experimental research methods to analyze the relationship between service learning and nursing professional values development. The findings call into question widely held assumptions about service learning. As service learning experiences in local and global communities are becoming more common, it is imperative that further research be conducted to provide evidence of the efficacy of this educational strategy.