The service-learning theoretical framework as its conceptual guide.
This study utilized the service-learning theoretical framework as its conceptual guide. This theoretical framework attaches a lot of importance in service-learning since it gives nurses a hands-on and real-life experience with their clinical and community health promotion competencies. This framework operates on the premise that service-learning makes one a better learner since he/she is exposed to the real practice environment, therefore, utilizing his/her engagements with community members to supplement or complement what has been taught in class. Moreover, this theoretical framework operates on the logic that as opposed to a class-setting where exposure to community health promotion is confined to a single project, service-learning taps into the power of being a social observer and participator to gain skills about people, communities, their health needs, cultures, and how best to intervene to promote their health through community-focused health promotion programs/projects.
Primary Source Abstract
This article is by the primary researcher in this article under review and provides a comprehensive expert-based opinion on the future outlook of community health and wellness promotion. In particular, the article underscores the importance of civic engagements and working closely with community members in order to gain first-hand experience about the health/wellness strengths, weaknesses, opportunities, and threats for a given community. Different communities have their unique interaction with the immediate socio-economic, physical, and cultural environments. Being an active engager and participant within a community setting equips a nurse with vital skills in community health that can be leveraged to offer more meaningful and community-specific solutions to their unique problems.
Solution preview for the order on the service-learning theoretical framework as its conceptual guide.
APA
379 words