The Study And Practice Of Service-learning Pattern For Geriatric Nursing Course

Objectives:The objectives of this study were to introduce service-learning to geriatric nursing course, and to build service-learning pattern for geriatric nursing course; to apply the pattern in four-year undergraduate geriatric nursing course and to evaluate its effects of service-learning pattern; to establish service-learning pattern for geriatric nursing course.Methods:This study was divided into two stages, each stage should be carried out in accordance with the steps of action research, namely the reflection of problem, plan, implementation, evaluation and reflection of the results four steps. First stage: firstly,the reflection of problem: our research group found the problem when teaching the geriatric nursing course in a private university, the existing teaching model is based on classroom lectures and laboratory training which is difficult to provide students with ture situation for the services to older adults, it is obvious lack in cultivating students emotional attitude towards the elderly and fundamental skills(such as the ability to communicate with the elderly, the ability of health education for the elderly, the ability to take care of the elderly, the application of knowledge to solve the physiology and psychological problems for the elderly). Secondly, plan: we built service-learning pattern for geriatric nursing course through literature research and action group brainstorming, which including theoretical foundation, teaching objectives, conditions, operating procedures and evaluation five elements, formed a specific course implementation plan. Thirdly, implementation: implemented the service-learning pattern in that undergraduate nursing school among 71 junior students’ geriatric nursing course of grade 2011, and compared with the traditional teaching pattern’ effectiveness. Fourthly, evaluation and reflection of the results: examinations, Chinese version of Critical thinking Disposition Inventory, Chinese version of Kogan’s Old People Scale, reflective journals were used to evaluate the effectiveness between the two teaching patterns,summaried and reflected the operational problems, to provide evidence-based basis that could modify and improve service-learning pattern for geriatric nursing course.Second stage, the reflection of problem: based on the action group’ observation and reflection in the first round service-learing pattern and integrated the views of students who participated in service-learning, we found that the first round service-learning pattern for geriatric nursing course has some disadvantages as follow: unclear service objectives, service-learning content and the arrangement of time did not make a good combination with teaching content, time was not enough for structured reflection, the evaluation of service-learning effectiveness was not comprehensive. Secondly, plan: in response to these problems, action group revised the service-learning pattern, then convened an expert meeting, with the wisdom of experts to further improve the service-learning pattern for geriatric nursing course, to form the teaching implementation plan. Thirdly, implementation: implemented the service-learning pattern in that undergraduate nursing school among 145 junior students’ geriatric nursing course of grade 2012. Fourthly, evaluation and reflection of the results: examinations, Chinese version of Critical thinking Disposition Inventory, Chinese version of Kogan’s Old People Scale, satisfaction questionnaire about teaching, interview, reflective journals were used to evaluate the effectiveness of service-learning pattern, from the students’ gains, the care services had done for the elderly and social benefits, students’ satisfaction about the service-learning pattern for geriatric nursing coursing. Collect students, teachers, the elderly and the nursing home stuffscomments and suggestions on service-learning pattern, in order to make contribution to improving the pattern.Results:Firstly, the construction of service-learning pattern for geriatric nursing course, put forward its theoretical fundamental, teaching objectives, conditions, operating procedures and evaluation, the formation of a specific implementation plan and operational documents.Secondly, evaluate the effectiveness of service-learning pattern for geriatric nursing course.(1) The score of theory examination: the use of service-learning pattern for geriatric nursing had no impact on the students’ score of theory examination. There was no significance difference(p>0.05) between the intervention group’(IG) score(66.973±5.595) and control group’(CG) score(65.485±8.620) in grade 2011. The score between grade 2012(66.221 ± 8.421) and grade 2011(66.973 ± 5.595) had no significance difference(p>0.05).(2) Critical thinking: In grade 2011, there was no significance difference(p>0.05) between IG and CG before the course; after the course, there was significance difference(p<0.05) between the two groups in the systematicity subscale, however, there was no significance difference(p>0.05) between the two groups in total score and other subscales. Paired t test was conduct to IG and CG respectively pre- and post-course, there was no significance difference(p>0.05) in each group. In grade 2012, students’ post-course total score and each subscale score were higer than pre-course(p<0.05).(3) Attitude towards the elderly: In grade 2011, there was no significance difference(p>0.05) between IG and CG before the course; after the course, there was no significance difference(p>0.05) between the two groups in total score and positive attitude subscales, however, the score of negative attitude IG was better than CG(p<0.05). In grade 2012, there was no significance difference(p>0.05) pre- and post-course.(4) Through semi-structured interviews and reflection journals, students described their main gains: ○1 enhanced the ability to integrate theory with practice; ○2 enhanced the ability of self-learning; ○3 enhanced the ability of communication; ○4 enhanced teamwork; ○5 changed the attitude towards the elderly; ○6 profounded the understanding of quality of nursing profession; ○7 firmed the belief as a nurse, made a clear positioning of career planning.Thirdly, the implementation of two rounds geriatric nursing course teaching reform, 182 students participated in the service-learning activity of geriatric nursing, they provided 1746 h care services for 91 old adults, taught fundamental skills and knowledge of health care for the elderly, somehow, met the physicological and psychological needs of the clients, resulted in a better social benefits. Established three service-learning bases for geriatric nursing, the initial formation of teachers team of service-learning for geriatric nursing.Conclusion:The service-learning pattern for geriatric nursing course that the study built has a better practicality and feasibility, the 2 rounds of the teaching pattern reform proved the application of service-learning pattern make contribution to improving students’ attitude towards the elderly, strengthen the students’ fundamental skills of geriatric nursing, improve students’ ability of integrate theory with practice, ability of self-learning and ability of teamwork, ensure the teaching goal to accomplish. Students provided the elderly with benefical care during the activity of service-learning for geriatric nursing. In the background of aging, the teaching reform practice is of profound practical significance.