title: Service-learning in nursing education: its impact on leadership and social justice.
abstract: Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.
authors.affiliation: University of Detroit Mercy, Detroit Michigan, USA. grohcj@udmercy.edu
authors.forename: Carla J
authors.initials: CJ
authors.lastname: Groh
authors.forename: Lynda G
authors.initials: LG
authors.lastname: Stallwood
authors.forename: John J
authors.initials: JJ
authors.lastname: Daniels
mesh_terms: D000328:Adult; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007857:Leadership; D008297:Male; D008824:Michigan; D015397:Program Evaluation; D012935:Social Justice; D012946:Social Welfare; D014838:Volunteers