Service-Learning in the Nursing Curriculum: Are We at the Level of Evidence-Based Practice?

Abstract Service-learning is implemented as a learning strategy in all levels of education. However, there is little evidence to support its efficacy and influence on student learners and those served, due in part to broad operational definitions and the dearth of empirical evidence. The current trend of including service-learning in the nursing curriculum falls short of evidence-based practice, a valuable pillar in nursing education. The purpose of this systematic review is to review the research that has been conducted on service-learning and to investigate outcomes on nursing students. Suggestions for future research include the development and use of standardized operational definitions. Concepts of interest for measurement and research instruments have been identified.