An Exploratory Study of the Awareness and Perceptions that Child Life Students Have Regarding Global Service Learning in International Settings

Abstract

Global service learning (GSL) opportunities in international settings promote potential benefits for students in health-related disciplines. Child life specialists primarily work in pediatric healthcare settings to provide psychosocial care to enhance developmentally supportive family centered care. These services are expanding to international contexts, thus allowing child life students to learn and serve internationally. Currently, no empirical research exists regarding the influence of GSL experiences in international settings on child life students. Using experiential learning theory and cultural competency theory as a framework, the present study used an online survey to explore the awareness and perceptions that child life students have with regard to international GSL opportunities. Additionally, using the Global Engagement Survey, the study examined child life students' cultural competencies. Of the 189 respondents from universities across the U.S., 74 participants had participated in an international learning and/or service experience and 115 had not. Analyses including frequencies, one-way between groups ANOVAs, independent sample t-tests, Pearson product-moment correlations, and chi-square tests revealed that child life students who had previously participated in an international learning and/or service experience were significantly more aware of GSL opportunities, had significantly more positive perceptions toward GSL experiences, and had significantly greater cultural competency scores than those who had not. Additionally, a large majority (n = 176) of the child life students indicated that they had future intentions of serving internationally. Implications of the study's findings for teaching, practicing, and research include increasing the promotion of GSL in university courses, more effective preparation for GSL opportunities, and participating in training to work more appropriately with interpreters.