Abstract
AIM: The aim of the research is to review all qualitative research studies related to service-learning assessment in nursing education.
BACKGROUND: Recent literature reviews have examined quantitative but not qualitative research studies on service-learning assessment in nursing education.
METHOD: An integrative review analyzed the results of published qualitative research of service-learning assessment. Articles included in this review were published in English in peer-reviewed journals from 1997 to 2014 and encompassed information on outcomes, assessment or evaluation, nursing education, and service-learning.
RESULTS: Nine articles containing thematic analysis were included in the final review. Findings were synthesized into a higher order of analysis. Eight categories from that analysis were created: professional competency development, integration of knowledge for the professional nursing role, greater understanding of community strengths and needs, collaboration and teamwork, transformation and personal growth, civic engagement, emotions and adjustment, and culture awareness and competency.
CONCLUSION: The integrative review will aid in the development of measurement categories for further nursing service-learning assessment work.