Reflection Promotes Transformation in a Service Learning Course

Abstract

The purpose of this paper is to outline the delivery of a Master’s level, Community/Public Health Nursing service learning course that spanned a two semester academic year. The instructor of record created a reflection binder with selected assignments to facilitate the transformative learning process that occurred during the course. Analyses of the reflection assignments demonstrated that isolated incidences of transformative learning occurred. One exemplar of the transformative learning process is presented.