1887

n Acta Academica - A step-up action-research model for the revitalisation of service learning modules

Supplement 3
  • ISSN : 0587-2405

Abstract

This reflective overview indicates how action research was utilised to revitalise and improve service learning modules for first-year nursing students at the University of the Free State. The two modules under consideration include a curriculum-based community development project in which the students compile a community profile and subsequently strive to address identified needs and challenges together with the community. A step-up action-research model was developed to enhance the quality of these service learning modules, mainly by focusing on a more thorough integration of service, learning and research, with this finally resulting in more sustainable student learning and community development. The research process has moreover demonstrated the importance and appropriateness of action research for the development of higher education service learning modules. End

<b>'n Aksienavorsingsmodel vir die trapsgewyse hervitalisering van diensleermodules</b> <br>In hierdie reflektiewe oorsig word daar aangedui hoe aksienavorsing aangewend is om diensleermodules vir eerstejaar verpleegkundestudente aan die Universiteit van die Vrystaat te hervitaliseer en verbeter. Die twee modules wat bespreek word, sluit 'n kurrikulum-gebaseerde gemeenskapsontwikkelingsprojek in, waarin die studente 'n gemeenskapsprofiel saamstel en vervolgens poog om behoeftes en uitdagings wat geïdentifiseer is, saam met die gemeenskap aan te pak. 'n Aksienavorsingsmodel wat trapsgewys verloop ('n "step-up"-model) is ontwikkel om die gehalte van die diensleermodules te verbeter, hoofsaaklik deur te fokus op 'n deegliker integrasie van diens, leer en navorsing; en dit het uiteindelik gelei tot meer volhoubare studenteleer en gemeenskapsontwikkeling. Hierdie navorsing het origens die belangrikheid en toepaslikheid van aksienavorsing vir die ontwikkeling van diensleermodules in hoër onderwys aangetoon. End

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/content/academ/2005/sup-3/EJC15190
2005-01-01
2019-11-22

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