Enhancing Diversity Through Mentorship: The Nurturing Potential of Service Learning

Abstract

Background and Purpose. A curriculum-based service-learning (SL) project provided: (1) integration of SL principles; (2) a description of a viable SL model; and (3) a method to increase awareness of the profession of physical therapy for a diverse population of school-age students, promoting active participation and enhancing community linkages within a mentor/protege framework. Method/Model Description and Evaluation. SL is experiential education with community service, connecting theory and real-life practice with reflection opportunities. Through mentor/protege relationships, students were mentored by health care professionals, investigated theoretical constructs of mentoring and pluralism, and explored viable communities for diversity enhancement projects. Students proposed sites, then winnowed selections, identified resources, and developed curricular plans for SL. In concert with faculty and administrative staffs, mentoring plans were set in motion for two communities: (1) a hands-on museum attracting diverse K-6 students from six counties, including those who are deaf or hard of hearing and migrant farm workers' children of Hispanic descent and (2) an after-school program for African American children from low-income families. Evaluative data collected determined the effectiveness of mentoring interventions and experiences aligned with objectives. Illustrating the intended SL purposes, physical therapist (PT) students concluded with in-class presentations utilizing videotape vignettes, photographs, administrative evaluations, and self-assessments and team assessments. The implemented projects included age-appropriate interactive learning exhibits and skits, emphasizing PT roles and responsibilities. Outcomes. Artifacts and evaluations supported the nurturing potential of SL through these community-based mentor/protege encounters. Clearly achieving course objectives and community needs, PT students promoted the profession to a diverse student population and creative leadership roles were realized beyond the traditional classroom/clinic. Students were recognized with the National Assembly Student Outreach for Cultural Diversity Awareness Award. Discussion and Conclusion. Through this SL model, additional professional implications were realized: (1) the unexpected outcomes of students as stewards and leaders; (2) an avenue to serve as mentors for at-risk school-age children, who otherwise might not have gained first-hand exposure and insight into the profession; (3) a positive and meaningful experience to allow students to provide community service while fulfilling university service outcomes; and (4) enhanced exposure to the profession beyond the classroom and clinical walls, nurturing the spirit of service. PT students assumed ownership of these projects bridging classroom theories and readings with real-life application, with faculty in the role of facilitators of the learning experience. Key Words: Diversity, Mentor/protege, Physical therapy education, Service learning. INTRODUCTION Currently, minority membership statistics in (he American Physical Therapy Association (APTA) represent just over 11.2%.1 Unmistakably, this Is an increase in minority representation from prior years. However, in this age of emerging cultural competence, there is a clear paucity of pluralism within the profession. In order to influence future careers, intervention must occur near the beginning of the education process, as early as elementary and middle school ages.2-7 In order to meet future health care delivery needs In an increasingly diverse society, the physical therapy profession is challenged with the continued call to enhance minority representation and participation. One method to link community needs with academics Is through service learning (SL). SL is a form of experiential education where learning occurs through a cycle of action and reflection as students work through a process of applying what they are learning to community problems and at the same time reflecting upon their experience as they seek to achieve objectives for the community and deeper understanding and skills for themselves. …