A SERVICE LEARNING PEDAGOGY FOR AN UNDERGRADUATE BACHELOR OF NURSING CURRICULUM:
Jeffrey’s thesis illustrates a pedagogy that consists of constructively aligned and scaffolded educational practices. Further, insights are provided into the essence of such a pedagogy, concepts and beliefs about learning, the epistemological rationale, political realities of the curriculum, and provides guidance on the process of developing curricular practices. An original and distinct contribution is the new CEGR that shaped the typology of community engagement in nursing curricula. The study is unique for its methodological approach of using document analysis, curriculum mapping, rubric development, grading of LT activities and interviews with nurse educators to develop the SL pedagogical model. SL was deemed appropriate as a vehicle to instill societal justice in nursing curricula.
SUPERVISOR: PROF HESTER JULIE