Section: Healthcare Management
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Cabanach Mamé C, Moll Pedrero C, Rodrigo Pedrosa O. Aprendizaje-servicio: una nueva metodología para formar profesionales del equipo de Enfermería. Metas de Enferm jul/ago 2009; 12(6): 8-12
1Cristina Cabanach Mamé, 2Cristina Moll Pedrero, 3Olga Rodrigo Pedrosa
1Diplomada en Enfermería. Licenciada en Antropología Social y Cultural. Fundación Escuelas Vicencianas: Escuela Solc Nou, Barcelona.2Diplomada en Enfermería. Hospital Universitari Clínic de Barcelona.3Diplomada en Enfermería. Profesora titular del Campus Docent San Joan de Déu, área de Ciclos Formativos y de Enfermería de la Infancia y la Adolescencia, Barcelona.
C/ Provençals 21, 2º-3ª. 08019 Barcelona.
Objectives: to demonstrate that Service-Learning (S-L) improved the acquisition of knowledge and instrumental skills in students enrolled in the Nurses Aid Technician’s programme against traditional methods of teaching and to determine what the students’ perception were regarding personal growth as it relates to S-L methodology.
Material y methods: a quasi-experimental study on 48 students enrolled at the Vocational Professional SOLC NOU School (Barcelona) during the 2007/2008 academic year. Studied variables included: type of teaching/learning methods (independent variable): S-L methodology (experimental group) and traditional methods (control group). Dependent variables: acquired theoretical knowledge and instrumental skills, both through S-L and traditional teaching methods, contribution as perceived by the S-L student for the development of key skills and for his or her personal growth. Descriptive statistics indexes were calculated and non parametric tests used for bivariate analysis.
Results: 44 students were assessed. In the experimental group the mean classification score for acquired learning was 7,27 (CI 95%: 7,24-8,20) and 7,91 (CI 95%: 7,53-8,29) for acquired instrumental skills. In the control group (traditional methodology) the mean classification score for acquired knowledge by means of the S-L method was 6,75 (CI 95%: 6,12-7,38) and 7,44 (CI 95%: 7,10-7,78) for acquired instrumental skills.
No students regard S-L methodology as having contributed “nothing to little” to the development of their key capacities. S-L contributed to the personal growth of the students in 98% of students.
Conclusions: even though the results have not been statistically significant, the scores were higher with the S-L method, for the acquisition of knowledge as well as for the acquisition of instrumental skills. The S-L “let’s take care of our elderly” has made a very positive contribution to the development of the pupils’ key capacities and their personal capacities.
service-Learning; teaching; nursing team; capacities; teaching innovation; competenciessolidarity
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