Abstract
The World Health Organization (WHO) updates and enriches the accessible resources and measures, such as tools for well-being, the global index of happiness, and global quality of life . Seeing that health is a basic human right as well as a key indicator of quality of life , the School of Nursing in the Hong Kong Polytechnic University (PolyU) has developed the Service-Learning (SL) programme namely “Healthy lifestyle challenges in developing communities”. Cambodia is the first service site, where access and resources on health care are limited and expensive. The teaching team believes that some of the risk factors leading to the top ten causes of death can be reduced through health promotion activities . Experiential learning and outcome assessments are the methods of teaching and learning in SL, putting emphasis on how students can learn to serve and serve to learn. The challenges of the SL programme are the sustainability of service and empowerment of local stakeholders for committing to developing their own SL programme in meeting the needs of Cambodians. Meanwhile, our vision is one of developing PolyU students in global citizenship and leadership through provision of scholarships with the necessary resources and support in real-world practice.
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Appendix—Assessment Details of PolyU Students
Appendix—Assessment Details of PolyU Students
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The Global Citizenship Scale (GCS) is a 30-item scale measures global citizenship from three dimensions: social responsibility , global competence , and global civic engagement . The reliability measure was conducted in the US and HK studies. The alpha value obtained for the subscales ranges from 0.74 to 0.86 in the Hong Kong study and with less than 0.1 differences among 2 samples, which are generally accepted as good (Lo, Kwan, Ngai, & Chan 2014).
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Pre- and post-comparison of the reflective journal on service and experience from PolyU students . Reflective journal assessment criteria were adopted from Office of Service-Learning , PolyU with rubrics in assessing the level of reflection and learning. Guidelines for reflective journal writing are being provided to students matching with the intended learning outcomes.
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Feedback from teaching staff/external observer(s).
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Feedback from collaborators (NGOs).
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Pang, P.C.P., Wu, C.S.T. (2019). The Journey of Service-Learning: Promoting Health and Quality of Life for Slum Residents in Cambodia. In: T. L. Shek, D., Ngai, G., C. F. Chan, S. (eds) Service-Learning for Youth Leadership. Quality of Life in Asia, vol 12. Springer, Singapore. https://doi.org/10.1007/978-981-13-0448-4_13
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DOI: https://doi.org/10.1007/978-981-13-0448-4_13
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