Community-Academic Partnerships: Developing a Service-Learning Framework

Heather Voss, Launa Rae Mathews, Traci Fossen, Ginger Scott, Michele Schaefer

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.

Original languageEnglish (US)
Article number922
Pages (from-to)395-401
Number of pages7
JournalJournal of Professional Nursing
Volume31
Issue number5
DOIs
StatePublished - Sep 1 2015

Fingerprint

Learning
Nursing Students
School Nursing
Nursing Services
Inpatients
Nursing
Students
Delivery of Health Care
Population

Keywords

  • Community-Academic partnerships
  • Index words
  • Nursing clinical education
  • Service-Learning

ASJC Scopus subject areas

  • Nursing(all)

Cite this

Community-Academic Partnerships : Developing a Service-Learning Framework. / Voss, Heather; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele.

In: Journal of Professional Nursing, Vol. 31, No. 5, 922, 01.09.2015, p. 395-401.

Research output: Contribution to journalArticle

Voss, Heather ; Mathews, Launa Rae ; Fossen, Traci ; Scott, Ginger ; Schaefer, Michele. / Community-Academic Partnerships : Developing a Service-Learning Framework. In: Journal of Professional Nursing. 2015 ; Vol. 31, No. 5. pp. 395-401.
@article{ff216fadbf2f4e63a785750b02782fb2,
title = "Community-Academic Partnerships: Developing a Service-Learning Framework",
abstract = "Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.",
keywords = "Community-Academic partnerships, Index words, Nursing clinical education, Service-Learning",
author = "Heather Voss and Mathews, {Launa Rae} and Traci Fossen and Ginger Scott and Michele Schaefer",
year = "2015",
month = "9",
day = "1",
doi = "10.1016/j.profnurs.2015.03.008",
language = "English (US)",
volume = "31",
pages = "395--401",
journal = "Journal of Professional Nursing",
issn = "8755-7223",
publisher = "W.B. Saunders Ltd",
number = "5",

}

TY - JOUR

T1 - Community-Academic Partnerships

T2 - Developing a Service-Learning Framework

AU - Voss, Heather

AU - Mathews, Launa Rae

AU - Fossen, Traci

AU - Scott, Ginger

AU - Schaefer, Michele

PY - 2015/9/1

Y1 - 2015/9/1

N2 - Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.

AB - Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.

KW - Community-Academic partnerships

KW - Index words

KW - Nursing clinical education

KW - Service-Learning

UR - http://www.scopus.com/inward/record.url?scp=84942552598&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84942552598&partnerID=8YFLogxK

U2 - 10.1016/j.profnurs.2015.03.008

DO - 10.1016/j.profnurs.2015.03.008

M3 - Article

C2 - 26428344

AN - SCOPUS:84942552598

VL - 31

SP - 395

EP - 401

JO - Journal of Professional Nursing

JF - Journal of Professional Nursing

SN - 8755-7223

IS - 5

M1 - 922

ER -