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.
|Advisor:||Moore, Tami L.|
|Commitee:||Mwavita, Mwarumba, Self, MaryJo, Wanger, Stephen P.|
|School:||Oklahoma State University|
|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|
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