Nursing Global Services Learning In Education What is Global Service Learning?
Global Service Learning (GSL) refers to experiential educational programs that immerse students in different communities and cultures while providing meaningful service in collaboration with a partner community. GSL programs can occur “around the corner and across the globe,” emphasizing both the learning aspect (student-focused) and the service aspect (community partner-focused). The goal is to foster a reciprocal exchange where students gain educational experiences and communities benefit from meaningful service.
High Impact Nursing Programs
GSL programs are considered high-impact educational initiatives (Kuh, 2008) that involve collaboration among Schools of Nursing (SON), partner communities, and participants, including students and practicing nurses. GSL programs benefit participants, serve partner communities, and align with the mission and vision of universities and institutions. Although the term GSL is relatively new to nursing education, the concept of providing service at local and international levels has a long history in nursing.
Defining GSL and its application in nursing education is essential as nursing establishes its role in global community service. Over the past decade, there has been an increase in interest and participation in global programs within SONs (McKinnon & McNelis, 2013). GSL educators work with administrators, colleagues, students, and partner communities to develop programs that balance the educational needs of students with the service needs of the community.
GSL programs are not limited by geographic boundaries but are defined by the complete immersion of participants in another community and culture. Global partners can include culturally and linguistically distinct communities within one’s home country as well as international communities. GSL programs often focus on low-resource or marginalized communities, with community members driving the focus of service activities to ensure relevance and sustainability (Smith, Fitzpatrick, & Hoyt-Hudson, 2011).
GSL enhances students’ ability to become productive and engaged members of the global community (Tremethick & Smit, 2009). As the U.S. population becomes increasingly multicultural, nurses face the challenge of providing individualized and holistic care to diverse patients. GSL participation leads to beneficial outcomes, such as increased cultural awareness, enhanced civic engagement (Edmonds, 2012), self-efficacy, and a global nursing perspective.
Impact of Global Service Learning
Global Service Learning programs in Schools of Nursing (SON) range from study abroad to service-based programs. Unlike study abroad programs, which primarily focus on education, GSL programs emphasize the provision of service to a partner community. The partner community identifies specific issues to be addressed by students within their scope of practice, focusing on sustainability and capacity development.
Merely experiencing a different environment does not guarantee learning. Kolb (1984), integrating the ideas of Dewey, Lewin, and Piaget, defined experiential learning as “the process whereby knowledge is created through the transformation of experience” (p. 38). GSL faculty play a crucial role in creating an environment that transforms a GSL experience into valuable learning. A comprehensive approach to learning must be in place to ensure that global experiences increase knowledge about course content, the partner community, culture, and oneself. This approach includes teaching theoretical content and role development before the experience, providing opportunities for integration (e.g., journaling, case conferences) during the experience, and offering a comprehensive overview and debriefing once the program is complete.
Global Learning Services for Evaluation
Evaluating the outcomes of GSL programs on partner communities is both a research and ethical imperative in nursing. Although research is available on the impact of GSL participation on students, little is known about its effects on partner communities. Measuring these outcomes is the only way to ensure ethical, evidence-based programs.
McKinnon and Fealy (2011) propose core principles for GSL programs, referred to as the “Seven Cs”: compassion, curiosity, courage, collaboration, creativity, capacity building, and competence. According to McKinnon and Fealy, “the articulation of core principles provides for consistency across programs while allowing individual programs to maintain their uniqueness at the level of program content and focus. Incorporating these principles provides for enhanced communication among programs, increased opportunity for collaborative research, and consistency of evaluation criteria” (p. 99).
Credit toward the major (CTM) refers to providing nursing school credit for coursework. A study by McKinnon and McNelis (2013) identified a lack of clarity among schools regarding regulations for providing CTM for international practicum experiences. This uncertainty has been a significant barrier to the adoption of GSL programs by SONs, leading many schools to create high-unit courses with extra units for international experiences. These extra units can pose a financial burden, creating exclusionary programs that limit student participation.
Providing CTM for global clinical courses creates opportunities for increased student participation and sustainability of programs, which ultimately lead to higher-quality programs. Enhanced use of technology presents unique opportunities for GSL partners, such as using simulation to train students before immersion experiences, utilizing platforms like Skype for communication during planning, and connecting students on-site with those in the classroom at their home institution.
Conclusion
Global Service Learning (GSL) programs offer nursing students invaluable experiential learning opportunities that foster cultural awareness, civic engagement, and global perspectives. GSL programs go beyond traditional study abroad programs by emphasizing meaningful service to partner communities, ensuring sustainability and capacity building. Effective GSL programs require collaboration among educators, students, and partner communities, guided by core principles that promote consistency, communication, and research opportunities.
By aligning GSL programs with institutional missions and values, nursing education can cultivate a generation of nurses equipped with the skills and cultural competence to provide holistic care in an increasingly diverse and interconnected world. Additionally, evaluating the impact of these programs on partner communities is essential to maintain ethical standards and evidence-based practices, ultimately enhancing the quality and sustainability of global nursing education programs.