Developing and Validating the Caring Questionnaire of Service Learning Courses: Using the Transformative Learning Model and Theory of Planned Behavior
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 483
- Locations
- 1
- Primary Endpoint
- perceived behavioral control for caring
Study Overview
Brief Summary
Research purposes: 1. Construct the caring scale in service learning courses. 2. Verify the reliability and validity of caring scale in service learning curriculum.
Detailed Description
Background: The core value of healthcare education is caring. However, caring traits are learned and acquired. Service learning advocates learning by doing. Through experience learning, students are guided to learn caring attitude or caring behaviour. Thus, teachers should construct appropriate assessments to understand caring traits as a transformative process from students' learning. Teachers should also adjust the pace of teaching continuously and design appropriate courses to facilitate students' achievement of their learning goals.
Study Design
- Study Type
- Observational
- Observational Model
- Other
- Time Perspective
- Prospective
Eligibility Criteria
- Ages
- 20 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •undergraduate students after attending a service learning course
Exclusion Criteria
- •undergraduate students who refuse or are unwilling to participate in service learning courses.
Outcomes
Primary Outcomes
perceived behavioral control for caring
Time Frame: up to 48 month
Developing and validating the perceived behavioral control for caring in traditional Chinese language. The study uses the likert scale with five point scale: agree strongly, agree, neutral, disagree, and disagree strongly. The higher score indicates higher caring ability. The lower score indicates more difficult/limited to do caring behavior.
first impression scale of service facility
Time Frame: up to 48 month
Developing and validating the first impression scale in traditional Chinese language. The study uses the likert scale with five point scale: very positive, positive, neutral, negative, and very negative. The more positive feeling is more higher score.
service-learning experience of scale for caring
Time Frame: up to 48 month
Developing and validating the service-learning experience scale for caring in traditional Chinese language. A higher score indicates more caring experiences.
organizational climate for service-learning
Time Frame: up to 48 month
Developing and validating the organizational climate survey for service-learning in traditional Chinese language. The study uses the likert scale with five point scale: very positive, positive, neutral, negative, and very negative. The more positive feeling is more higher score.
idea transformation questionnaire for service-learning
Time Frame: up to 48 month
Developing and validating a idea transformation questionnaire after service-learning in traditional Chinese language. A higher score indicates more idea changes.
behavioral intention of caring
Time Frame: up to 48 month
Developing and validating the behavioral intention of caring in traditional Chinese language. The study uses the likert scale with five point scale: agree strongly, agree, neutral, disagree, and disagree strongly. The higher score indicates higher commit for caring behavior in the near future.
Secondary Outcomes
- attitude of caring(after service-learning activity 1 month)
- subjective norms(after service-learning activity 1 month)
- selfishness questionnaire(after service-learning activity 1 month)
Investigators
Chiu Shu-Ching
assistant professor of nursing department
Central Taiwan University of Science and Technology