Library Portal | UWC Portal
    • Login
    Contact Us | Quick Submission Guide | About Us | FAQs | Login
    View Item 
    •   Repository Home
    • Faculty of Community and Health Sciences
    • School of Nursing
    • Research Articles (Nursing)
    • View Item
    •   Repository Home
    • Faculty of Community and Health Sciences
    • School of Nursing
    • Research Articles (Nursing)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Piloting of a service-learning pedagogical model: student perceptions of the gender based violence service-learning module at a school of nursing in the Western Cape

    Thumbnail
    View/Open
    Julie_PilotingOfAServiceLearning_2015.pdf (200.4Kb)
    Date
    2015
    Author
    Julie, Hester
    Metadata
    Show full item record
    Abstract
    Research indicates that most higher education institutions in South Africa fail to establish a standard practice for service-learning (SL) in the formalised systems of their respective academic programmes. An intervention study was undertaken to develop a service-learning implementation framework for the school of nursing, using the multi-phased design and development model of Rothman and Thomas. This article focuses on reporting the findings related to student perceptions of the gender-based violence service-learning module during the piloting phase. This was a quantitative, exploratory, descriptive study which used a structured questionnaire for data collection. Participants were 162 final-year nursing students enrolled in 2012. The students indicated the mutual benefits of community work in terms of the learning they had experienced, the service the community had received, as well as the transformation that had assisted them to translate theory into practice. Also, the students indicated that service-learning as a teaching methodology was demanding in terms of time, cost, and effort, and generally found it quite challenging to engage with the module content because the blogging and structured reflection were cited as new teaching strategies. Service-learning modules should bear a higher credit rating to compensate for demands of the service-learning pedagogy in terms of time and finances. Students should also be introduced to community partners and their expectations before the commencement of the project.
    URI
    http://hdl.handle.net/10566/2413
    Collections
    • Research Articles (Nursing) [214]
    • Research Articles (Scholarship of Teaching & Learning) [240]

    DSpace 5.5 | Ubuntu 14.04 | Copyright © University of the Western Cape
    Contact Us | Send Feedback
    Theme by 
    @mire NV
     

     

    Browse

    All of RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace 5.5 | Ubuntu 14.04 | Copyright © University of the Western Cape
    Contact Us | Send Feedback
    Theme by 
    @mire NV