Dissertation/Thesis Abstract

Long-term outcomes of service-learning on civic engagement and professional nursing practice
by Arnold, Barbara, Ed.D., Oklahoma State University, 2014, 153; 3728107
Abstract (Summary)

Although there is a growing body of knowledge concerning service-learning in professional nursing education, nursing research reports minimal studies that sufficiently address the effects of service-learning strategies on baccalaureate nursing alumni in promoting self-efficacy toward long-term civic engagement or development of professional practice. The purpose of this predictive, correlational study was to determine if a relationship existed between participation in the service-learning experience and self-efficacy toward civic engagement as a long-term outcome of professional nursing education and the development of professional practice in nursing alumni. Spearman's Rho was used to correlate the independent variable of service-learning with the dependent variables of civic engagement and professional practice. Multiple regression analysis indicated that service-learning had less than a 4% effect on civic engagement attitudes and a 6% effect on community service hours (behavior). The Social Cognitive Theory, specifically self-efficacy coupled with the construct of practical reasoning provided framework for the study. Results concluded that service-learning had a low to moderate relationship with both long-term civic engagement and the development of professional nursing practice.

Indexing (document details)
Advisor: Moore, Tami L.
Commitee: Mwavita, Mwarumba, Self, MaryJo, Wanger, Stephen P.
School: Oklahoma State University
Department: Education
School Location: United States -- Oklahoma
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Educational leadership, Nursing, Psychology
Keywords: Civic engagement, Practical reasoning, Professional nursing, Self-efficacy, Service-learning
Publication Number: 3728107
ISBN: 978-1-339-13426-0
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