Utilizing Service-Learning to Promote a Value Based Professional Nursing Curriculum


This article will discuss the unique way in which nursing education at one Catholic University is distinctively value-driven with a focus on the meaning of Mercy and Jesuit traditions and how these philosophies translate into professional nursing practice. An innovative approach to a value-driven education that incorporates the philosophy of the Mercy and Jesuit traditions in a professional nursing role is fostered with the teachings of Catherine McAuley and Ignatius Loyola and infused through the act of service-learning and reflection on the service-learning experience. Nursing students are educated from a perspective of historical tradition, spirituality, social justice, reflective thinking and a value-centered professional education, enriching their self-awareness toward the development of leadership behaviors. Linking the service-learning experience to nursing concepts within the Mercy and Jesuit traditions has demonstrated a deep sense of self-awareness, a high level of understanding of caring and the concept of nurses as leaders amongst the students at our university.

Share and Cite:

Corrigan, C. and Kwasky, A. (2014) Utilizing Service-Learning to Promote a Value Based Professional Nursing Curriculum. Creative Education, 5, 1848-1855. doi: 10.4236/ce.2014.521206.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Amerson, R. (2010). The Impact of Service-Learning on Cultural Competence. Nursing Education Perspectives, 31, 18-22.
[2] An, G., & Yoo, M. (2008). Critical Thinking and Learning Styles of Nursing Students at the Baccalaureate Nursing Program in Korea. Contemporary Nurse: A Journal for the Australian Nursing Profession, 29, 100-109.
[3] Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating Reflection and Assessment to Capture and Improve Student Learning. Michigan Journal of Community Service Learning, 11, 49.
[4] Astin, H. S. (1996). Leadership for Social Change. About Campus, 1, 4-10.
[5] Brammer, L. R., & Morton, A. (2014). Course-Based Civic Engagement: Understanding Student Perspectives and Outcomes. International Journal for the Scholarship Of Teaching & Learning, 8, 1-22.
[6] Brewer, P. D., & Brewer, K. L. (2010). Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Model. Journal of Education for Business, 85, 330-335.
[7] Bryon, E., de Casterlé, B., Gastmans, C., Steeman, E., & Milisen, K. (2008). Mealtime Care on a Geriatric-Psychiatric Ward from the Perspective of the Caregivers: A Qualitative Case Study Design. Issues in Mental Health Nursing, 29, 471-494.
[8] Chitty, K. K., & Black, B. P. (2010). Professional Nursing: Challenges & Concepts. St. Louis: Elsevier Saunders, 321.
[9] Connell Meehan, T. (2012). Spirituality and Spiritual Care from a Careful Nursing Perspective. Journal of Nursing Management, 20, 990-1001.
[10] Faith Quotes (2012).The Catholic Reader. Last Checked 28 JUNE 2014.
[11] Flaherty, T. A. (2010). Australian Sisters of Mercy as Missionaries in Papua New Guinea: Following Paths of Mercy beside Peoples of Ancient Melanesian Cultures. Australasian Catholic Record, 87, 47-60.
[12] Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach. Nursing Education Perspectives, 35, 76-82.
[13] Fowler, D. L. (2013). Service-Learning and Nursing Professional Values Development: An Experimental Research Study. Nursing Education Perspectives, 34, 50-51.
[14] Groh, C. J., Stallwood, L. G., & Daniels, J. (2011). Service-Learning in Nursing Education: Its Impact on Leadership and Social Justice. Nursing Education Perspectives, 32, 400-405.
[15] Institute of Medicine (2010). The Future of Nursing: Leading Change, Advancing Health.
[16] Jesuit Tradition (2010). Xavier University.
[17] Matthews, R. L., Parker, B., & Drake, S. (2012). Healthy Ager: An Interprofessional, Service-Learning, Town-and-Gown Partnership. Nursing Education Perspectives, 33, 162-165.
[18] Meehan, T. (2012). The Careful Nursing Philosophy and Professional Practice Model. Journal of Clinical Nursing, 21, 2905-2916.
[19] Northouse, P. G. (2013). Leadership: Theory and Practice (6th ed.). Thousand Oaks, CA: Sage.
[20] Peters, K. A. (2011). Including Service Learning in the Undergraduate Communication Sciences and Disorders Curriculum: Benefits, Challenges, and Strategies for Success. American Journal of Audiology, 20, S181-S196.
[21] Porter-O’Grady, T., & Mallock, K. (2011). Quantum Leadership: Advancing Innovation, Transforming Health Care. Sudbury, MA: Jones & Bartlett, 51-57.
[22] Seider, S. C., Gillmor, S., & Rabinowicz, S. (2012). The Impact of Community Service Learning upon the Expected Political Voice of Participating College Students.
[23] Sluhovsky, M. (2013). St. Ignatius of Loyola’s Spiritual Exercises and Their Contribution to Modern Introspective Subjectivity. Catholic Historical Review, 99, 649-674.
[24] Trail Ross, M. (2012). Linking Classroom Learning to the Community through Service Learning. Journal of Community Health Nursing, 29, 53-60.
[25] Vanlaere, L., & Gastmans, C. (2007). Ethics in Nursing Education: Learning to Reflect on Care Practices. Nursing Ethics, 14, 758-766.
[26] Wagner, W. (2006). The Social Change Model of Leadership: A Brief Overview. Trinity University.
[27] White, J. (2012). The International Baccalaureate Diploma Programme in U.S. Catholic High Schools: An Answer to the Church’s Call to Global Solidarity. Catholic Education: A Journal of Inquiry & Practice, 15, 179-206.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.