Service-learning is an experiential teaching approach that integrates curricular learning with community service to foster students' professional competences and social awareness. However, its implementation and outcomes in nursing education vary substantially across countries. Using the Chinese mainland as a case, this study presents a literature-based comparative analysis of service-learning in nursing education between Chinese mainland and international contexts, with a focus on curriculum design, implementation and outcome assessment. The findings reveal that service-learning in nursing education remains at an exploratory stage worldwide, including in the Chinese mainland; it is applied mainly in community and geriatric nursing courses and is characterized by underdeveloped implementation mechanisms and non-standardized evaluation systems.Further efforts are needed to optimize practical frameworks, establish multidimensional evaluation systems, strengthen long-term effect assessment, and promote the standardized, sustainable development of service-learning in nursing education.

Wenjuan Ji, Jianing Pan, Qinjun Jiang, Chang Yu, Jingyi Zhang, Xuejiao Zhu. Implementation and Evaluation of Service-Learning in Nursing Education: An International Comparative Analysis with Chinese Mainland as a Case. International Journal of New Developments in Education (2026), Vol. 8, Issue 6: 8-15. https://doi.org/10.25236/IJNDE.2026.080602.

[1] Howland K, Matricciani L A, Cornelius-Bell A, et al. The concept of capability in pre-registration nursing education: A scoping review[J]. Nurse Education Today, 2024, 139: 106240.

[2] Giles Jr D E, Eyler J. The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning[J]. Michigan Journal of Community Service Learning, 1994, 1(1): 7.

[3] Denton W H. Service Learning: A Powerful Strategy for Educational Reform[J]. Community Education Journal, 1998, 25: 14-18.

[4] Wang L J. The Application of Service-Learning Concepts in Local Art Curricula in Secondary Vocational Schools[J]. Education Observation, 2025, 14(17): 35-37.

[5] Zhang Z Q, Lin B Q. The Application of the Service-Learning Model in Practical Legal Education[J]. Legal System Review, 2022, 2: 19-21.

[6] Long L Z, Zhang Z R, Yan B, et al. The Application of Service-Learning in the Teaching of “Rehabilitation Nursing”[J]. Nursing Research, 2017, 31(8): 993-995.

[7] McIntire R K, DiVito B M. An experiential service-learning project on observed smoking behaviour to teach practical epidemiological skills to MPH students, Philadelphia, 2015[J]. Public Health Reports, 2017, 132(3): 392-396.

[8] Gregorio D I, DeChello L M, Segal J. Service learning within the University of Connecticut Master of Public Health programme[J]. Public Health Reports, 2008, 123: 44-52.

[9] Pang L, Zhou Y, Tao Y, et al. An experiential service-learning project on oral health examination and education[J]. BMC Medical Education, 2024, 24: 34.

[10] Zhuang J Y, Hu R, Chen Y M, et al. The application of service-learning in the practical teaching of community nursing[J]. Chinese Nursing Education, 2016, 13(4): 287-290.

[11] Liu N. A study on undergraduate nursing students' satisfaction with the service-learning course model for “Geriatric Nursing”[J]. Shanghai Medicine, 2018, 39(4): 12-15+29.

[12] Yang L L, Shen C Z, Shen Q, et al. The Impact of Students' Effective Participation on the Effectiveness of Community Nursing Practice Teaching[J]. Nursing Research, 2018, 32(2): 274-276.

[13] Huang L B, Wang X A, Zhou H T, et al. Progress in the Application of Service-Learning Theory in Nursing Students' Participation in Community Health Promotion Activities[J]. Chinese Nursing Education, 2023, 20(5): 625-629.

[14] Wang Y T, Liu J Y, Chen S M, et al. A Discussion on the Application of Service-Learning Theory in Community Nursing Practice Teaching[J]. Health Vocational Education, 2025, 43(3): 92-96.

[15] Wang Y Y, Xiong W Y, Wang X H, et al. A Phenomenological Study of Undergraduate Nursing Students' Learning Experiences in Social Practice Teaching for 'Geriatric Nursing'[J]. Journal of Nursing, 2023, 30(14): 28-31.

[16] Lin Y, Xiao H M, Zhang X, et al. Research on the Development and Teaching Practice of the Social Practice Course in Geriatric Nursing[J]. Chinese Nursing Education, 2023, 20(5): 540-544.

[17] Suo X, Fan B, Xu Z H, et al. Research and Practice of the Service-Learning Model in Community Geriatric Nursing Practice Courses[J]. Health Vocational Education, 2025, 43(11): 71-74.

[18] Marcilla-Toribio I, Morón-Monge H, et al. Impact of Service-Learning educational interventions on nursing students: An integrative review[J]. Nurse Education Today, 2022, 116: 105417.

[19] Labrague L J, Obeidat A A. Pedagogical approaches to foster caring behaviours among nursing students: A scoping review[J]. Nurse Education Today, 2025, 146: 106547.

[20] Garbarino J T, Lewis L F. The impact of a gerontology nursing course with a service-learning component on student attitudes towards working with older adults: A mixed methods study[J]. Nurse Education in Practice, 2020, 42: 102684.

[21] Guerra-Marmolejo C, Morante-García W, Berthe-Kone O, et al. Nursing Students' Perceptions of Learning Through a Service Learning Programme with Older Adults Living in Poverty in a High-Income Country: A Descriptive Qualitative Study[J]. Healthcare, 2024, 12(24): 2493.

[22] Ramírez-Torres C A, Andrade-Gómez E, Lozano-Ochoa C, et al. Nursing students bringing first aid to the community[J]. Frontiers in Education, 2023, 8: 1288508.

[23] Bowling H, Murray L, Eichler T, et al. Connecting nursing students and older adults: An intergenerational service-learning experience[J]. Nurse Educator, 2022, 47(1): 56-61.

[24] Emrani M, Khoshnood Z, Farokhzadian J, et al. The effect of service-based learning on health education competencies of students in community health nursing placements[J]. BMC Nursing, 2024, 23: 138.

[25] Morante-García W, Chica-Pérez A, Ortiz-Amo R, et al. Nursing students' experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study[J]. Nurse Education in Practice, 2025, 83: 104260.

[26] Lai C K Y, Chan J H, Wong I Y P, et al. Gains and development of undergraduate nursing students during a 2-year community service programme[J]. Journal of Nursing Education, 2015, 54(3): S21-S25.

[27] Ash S L, Clayton P H. Generating, deepening, and documenting learning: The power of critical reflection in service-learning[J]. Journal of Community Engagement and Higher Education, 2009, 1(2): 25-38.

[28] Keperling H. Developing and Implementing a Service-Learning Course in Prelicensure Nursing Education[J]. Journal of Nursing Education, 2025, 64(8): 527-529.

[29] Horning M L, Ostrow L, Beierwaltes P, et al. Service learning within community-engaged research: Facilitating nursing student learning outcomes[J]. Journal of Professional Nursing, 2020, 36(6): 510-513.

[30] Yoong S Q, Wang W R, et al. Educational effects of community service-learning involving older adults in nursing education: An integrative review[J]. Nurse Education Today, 2022, 113: 105376.

[31] Pérez-Baena M J, Cordero-Pérez F J, Holgado-Madruga M. Implementing the service-learning methodology in nursing education: A case study[J]. Nurse Education Today, 2025, 144: 106449.

[32] Liu L Z, Zhu W J, Shan Y X, et al. Application of 'Internet Plus' service-learning in the reform of geriatric nursing curriculum[J]. Modern Medicine and Health, 2024, 40(16): 2859-2863.

[33] Yao Q L, Hu H, Zheng T Y. Nursing students' authentic experiences of the service-learning teaching model in Traditional Chinese Medicine nursing[J]. Journal of Nursing, 2018, 25(14): 1-4.

[34] Zhang C Y, Hao S J, Yuan Y M, et al. An exploration of pathways for integrating labour education into the practical teaching of Traditional Chinese Medicine nursing based on service-learning theory[J]. Education in Traditional Chinese Medicine, 2024, 43(3): 95-99.

[35] Sun T, Xu X, Zhu N, et al. A service-learning project based on a community-oriented intelligent health promotion system for postgraduate nursing students: a mixed-methods study[J]. JMIR Medical Education, 2023, 9(1): e52279.

[36] Wang S S, Liu Y L, Lin C X, et al. Application of the service-learning model in community nursing education[J]. Journal of Nursing, 2019, 34(17): 60-62.

[37] Li L W, Hou J W, Wei G J. Action research on service-learning in the 'Paediatric Nursing' course[J]. General Nursing, 2023, 21(2): 286-288.

[38] Ye S. Development and Evaluation of the Implementation Effectiveness of a Service-Learning Social Practice Teaching Model for 'Geriatric Nursing'[D]. Fuzhou: Fujian Medical University, 2022.

[39] Cao J, Yang L, Li X M. Practical Approaches and Prospects for AI-Empowered Nursing Education[J]. Chinese Journal of Nursing Education, 2025, 22(4): 389-392.

[40] Figuccio M J. Examining the efficacy of e-service-learning[J]. Frontiers in Education, 2020, 5: 606451.

[41] Voss H C, Mathews L R, Fossen T, et al. Community–academic partnerships: Developing a service–learning framework[J]. Journal of Professional Nursing, 2015, 31(5): 395-401.

[42] Schultes M T, Graf D, Holzer J, et al. Implementation and evaluation of service learning at higher education institutions[J]. Evaluation and Program Planning, 2025, 112: 102622.

[43] Bringle R G, Clayton P H. Higher education and civic engagement: Comparative perspectives[M]. New York: Palgrave Macmillan, 2012: 101-124.

[44] Celio C I, Durlak J, Dymnicki A. A meta-analysis of the impact of service-learning on students[J]. Journal of Experiential Education, 2011, 34(2): 164-181.

[45] Sturgill A, Motley P. Methods of reflection on service learning: Guided vs. free, dialogic vs. expressive, and public vs. private[J]. Teaching and Learning Inquiry, 2014, 2(1): 81-93.