Abstract
Session presented on Sunday, July 27, 2014:
Purpose: Service-Learning is a form of experiential education. Teaching Long-Term Care Nursing via service-learning activities, students can learn how to communicate with elders, present caring, and meet the needs of elders. However, outcomes of receiving service-learning among elders living in long-term care facilities in Taiwan were limited studied. The purpose of the study was to exam outcomes of receiving service-learning activities among elders living in a long-term care facility.
Methods: This is a single group, pre and post test research design. The service-learning activities were provided by 4th-year nursing students in a five-year Junior College located in southern Taiwan. Each service-learning activity was provided 2 hours a week for six weeks in a morning of weekday. During the service-learning activities performed, students not only accompany elders, but also review elders' prior life with elders.
Results: There were 52 elders living in a long-term care facility in southern Taiwan participated in the study, Results showed that no statistically significant changes in mood status (t = 0.825) and self-esteem (t = 0.084). Although the self-perceived health status have improved, but no statistical significant improved in self-perceived physical health (t = 3.071) and mental health (t = 2.537). Hence, elders' life satisfaction score showed statistical significant declined (t = 2.537). These results might relate to a short period of service-learning activities provided. Elders might feel unhappy due to lack of student visits.
Conclusion: Nursing faculties who plan service-learning activities in the curriculum, teachers should prepare students knowledge and skills on how to say goodbye with elders, and than to decrease elders' separation anxiety. Hence, continuing social visits might be provided to decrease elders' feeling of loss. Elders might increase their life satisfaction, improve mood status and self-esteem.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Service-Learning, Nursing Students, Elders
Recommended Citation
Wu, Chia-shan; Yu, Ching-Len; and Chang, Su-Hsien, "Outcomes of receiving service-learning activities among elders living in a long-term care facility" (2014). INRC (Congress). 62.
https://www.sigmarepository.org/inrc/2014/posters_2014/62
Conference Name
25th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Hong Kong
Conference Year
2014
Rights Holder
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Acquisition
Proxy-submission
Outcomes of receiving service-learning activities among elders living in a long-term care facility
Hong Kong
Session presented on Sunday, July 27, 2014:
Purpose: Service-Learning is a form of experiential education. Teaching Long-Term Care Nursing via service-learning activities, students can learn how to communicate with elders, present caring, and meet the needs of elders. However, outcomes of receiving service-learning among elders living in long-term care facilities in Taiwan were limited studied. The purpose of the study was to exam outcomes of receiving service-learning activities among elders living in a long-term care facility.
Methods: This is a single group, pre and post test research design. The service-learning activities were provided by 4th-year nursing students in a five-year Junior College located in southern Taiwan. Each service-learning activity was provided 2 hours a week for six weeks in a morning of weekday. During the service-learning activities performed, students not only accompany elders, but also review elders' prior life with elders.
Results: There were 52 elders living in a long-term care facility in southern Taiwan participated in the study, Results showed that no statistically significant changes in mood status (t = 0.825) and self-esteem (t = 0.084). Although the self-perceived health status have improved, but no statistical significant improved in self-perceived physical health (t = 3.071) and mental health (t = 2.537). Hence, elders' life satisfaction score showed statistical significant declined (t = 2.537). These results might relate to a short period of service-learning activities provided. Elders might feel unhappy due to lack of student visits.
Conclusion: Nursing faculties who plan service-learning activities in the curriculum, teachers should prepare students knowledge and skills on how to say goodbye with elders, and than to decrease elders' separation anxiety. Hence, continuing social visits might be provided to decrease elders' feeling of loss. Elders might increase their life satisfaction, improve mood status and self-esteem.