Abstract
Despite an increase in service-learning at college campuses, to date no instrument exists which measures discipline-specific learning outcomes of nursing students engaged in service-learning (Stallwood & Groh, 2011; Taylor & Leffers, 2016). The purpose of the study was to develop and validate a new theory-based instrument guided by professional standards to assess service-learning outcomes in nursing students. The instrument content was derived from outcomes in the American Association of Colleges of Nursing (AACN) document The Essentials of Baccalaureate Education for Professional Nursing Practice (2008), themes from Taylor & Leffers (2016) integrative review of qualitative service-learning and organized through the lens of the investigator-modified Mezirow's Ten Phases of Learning (1978) from Transformative Learning Theory. The modified e-Delphi study administered online via Qualtrics software utilized an expert panel to assess content validity of instrument items over two rounds. Cronbach's Alpha was used to determine if the final version of the new instrument met acceptable standards of internal consistency reliability.