TANYA F. SIMS, RNC-OB, MSN ASSOCIATE PROFESSOR DIVISION OF NURSING COLLEGE OF APPLIED & NATURAL SCIENCES LOUISIANA TECH UNIVERSITY Pediatric Partnerships: Health Promotion through Service Learning

THROUGH SERVICE LEARNING Making a difference

FACULTY  Embracing the Concept of Service Learning in Course  “Isn’t this just Community Service”???  Time, Time, Time!! STUDENTS  More “busy work?”  Initiative to select subject/site, engage community agency  Comfort with Reflective process The “Buy-In” to Service Learning

Service Learning in the Division of Nursing Nursing & Community Service Making the Step into Civic Engagement Introduction to Service Learning: Maternal-Newborn nursing course Bridging Service Learning into next consecutive nursing course, Pediatrics

Orientation to the Process Syllabus Overview & Deadlines for Project site selection and submission deadlines: 1 st day of class Faculty Role: Advisory  Guidance to student for site & appropriate topic for pediatric age Student Role: Initiator!  Site Selection, Topic Selection  Initial contact for permission, topic approval, date, time Reflective Process Class Participation in Project Discussion, Faculty Power point

SERVICE LEARNING OBJECTIVES FOR NURSING 212: Upon completion of 8-12 Service Learning hours, the student will: 1. Increase familiarity with community agencies with potential impact on children and families. 2. Identify a community need that impacts child health. 3. Extend classroom learning into the community through volunteering to meet the need mutually identified within the community. 4. Evaluate and access materials available to assist with the meeting of the identified need. 5. Submit written reflection of the process of need identification, service, and learning achieved.

Student Evaluation of Service Learning 1. The Service Learning project provided practical application of academic theory. 2. Prior academic preparation adequately prepared me for this experience. 3. The community agency contributed positively to my learning experience. 4. The course faculty contributed positively to my learning experience. 5. The Service Learning project positively contributed to my preparation as a professional.

Agency Evaluation of Service Learning 1. The need addressed through Service Learning was mutually identified. 2. The Service Learning project appropriately addressed the need. 3. The student demonstrated professional behavior. 4. Additional Service Learning projects would be welcomed.

Use of MOODLE forum as a guide for Direction and Reflective Process In this forum, each student will address their individual experience with Service Learning in Child Health Maintenance, noting the objectives and the following: 1. Describe your project: What you accomplished, who (# & description of participants), what (topic), when, where (site/agency), # hours (planning as well as implementing). 2. Analyze how course content relates to your experience. Include key concepts that can be used to guide nursing practice. 3. Reflect your personal thoughts about the project, with regard to course content and the service learning experience. How did this experience change or reinforce your view of the registered nurse as a community change agent? *Select an educational opportunity that will benefit your community and enhance your learning. * Remember that you must ask permission from the agency in advance to photograph participants (children); with minors, if a photo is taken, it is taken without showing their faces. Enjoy your experience and thanks for caring about children in your community and making a difference in pediatric health!

Here is a sample of campus- community engagement WINTER QUARTER, 2011

Handwashing Alexander Learning Center, Shreveport 4 th grade 15 Participants 5 hours

Hygiene, Menstruation Lenwil Elementary, West Monroe 5 th Graders: 21 Participants 5.5 hours

Nutrition, BMI Calculation, Making wise choices by reading labels! Ruston Jr. High School, 8 th Grade 8 Participants 10 hours

Hygiene, Healthy Habits for Teens Methodist Children’s Home, Ruston Girls aged Participants 3 hours

Dental health, Illness Prevention, Hand washing Lenwil Elementary School 19 Participants - Kindergarten 4 hours

Hand washing, Health, & Hygiene Quitman High School 5 th Graders 33 Participants 4 hours

Prematurity Awareness: Folic Acid Promotion March of Dimes Diaper Derby : Thomas Assembly Center Game Attendance/Potential impact: 4,099 8 hours

Prematurity awareness public Interactions……. Even Champ supports the Need for prematurity awareness!

Handwashing Summerfield High School 1 st Graders 21 Participants 4 hours

Handwashing A.E. Phillips Laboratory School: Louisiana Tech Campus 3 rd graders 50 participants 4 hours

Hand washing, Dental care, Hygiene Lenwil Elementary, West Monroe 3 rd graders 60 participants 5 hours

Hygiene, Germs, Staying Well! Woodlawn Elementary, West Monroe 3 rd -5 th graders 300 participants 5.5 hours

Vaccines/Wellness/College Prep Health Ruston High School Grades 9-12 Choir 55 Participants 4.5 hours

Total Service Learning Contributions, NURS Winter Number of projects: 12 projects by 31 students Average hours spent for groups: 62.5 Participants: 585 excluding basketball game for March of Dimes (MOD), which was 4,099: (reported from Athletic Dept.) Grand total including MOD: 4,684

Course Impact Project: SHAKEN BABY SYNDROME Civic Engagement for Infant Injury Prevention Community Sites Impacted: Day care Centers, Parenting & Infant Care Classes, High School Consumer Sciences Classes, Fire & Police Personnel Students Involved 85 Total projects 33 Total participants 663 Community impact … priceless!

ENGAGING THE COMMUNITY TO ENHANCE PEDIATRIC HEALTH OUTCOMES MAKING A DIFFERENCE ! THANK YOU! One quarter, one nursing class at a time……