Perception types of educational service-learning among nursing students in school health teacher preparation programs: A Q methodological study

Purpose: To identify nursing students’ perception types of educational service-learning in school health teacher preparation programs.Methods: Q methodology was applied. In-depth interviews with 12 nursing students who completed service-learning and a literature review were used to develop a concourse of 300 statements. A total of 40 Q samples were extracted through expert validation (scale-content validity index/average, S-CVI/Ave=.92). Q sorting involving 43 nursing students using a 9-point forced distribution scale (-4 to +4) was performed. Data were analyzed using PQ Method 2.35 with principal component analysis and varimax rotation.Results: The analysis identified three perception types: “major practice integration seeking” (41.9%), “learner understanding seeking” (32.6%), and “service-learning standardization seeking” (25.6%). These types accounted for 54.5% of total variance (eigenvalues, 2.28~14.79) and were differentiated along two dimensions: learning orientation and operational system preference. Inter-factor correlations (.43~.57) indicated both independence and interconnectedness. All types valued portfolio-based reflection and profession-based social contribution.Conclusion: This study identified three distinct perception types reflecting different professional development priorities. Based on the findings, differentiated educational strategies and standardized guidelines that integrate pedagogical and nursing competencies for prospective school health teachers can be developed.