Service learning has been an integral part of the RHCHP curriculum since 1996. In keeping with the Jesuit tradition, service learning enhances classroom learning by providing opportunities to learn from the textbook of the community. The community becomes your classroom, enabling you to sharpen your professional skills, while making an impact on people’s lives.

Through Service Learning, you will be asked to reflect on your experiences, to consider how you respond to the needs of others, and to critically examine how you might use your unique talents to make the world a better place. 

Service Learning in the Undergraduate Nursing Program

Service learning is integrated into the student's course of study in ways that fit each particular program (Traditional, Accelerated, CHOICE, RN-BSN Completion, and RN to MS Degree in Nursing). A set number of hours of service are prescribed in designated courses within the respective undergraduate program.

Service Learning in the Graduate Nursing Program

As part of the Graduate Nursing Program, Service Learning is integrated into the student’s program of study. Graduate students are required to participate in at least 20 hours of service.

The School of Pharmacy and the Center of Service Learning in RHCHP have been working collaboratively to create a progressive model for service learning in pharmacy education. The School of Pharmacy has embraced an integrated model of service learning which acknowledges the methodology of service learning as an effective method of teaching and learning. The integration of service learning in the curriculum is consistent with the other aspects of the program (e.g. team teaching model) that collectively aim to foster a different kind of pharmacist prepared to enter the workforce and their communities as leaders in service of others.

Service learning is integrated into one course each of the first six semesters. This level of integration is not common in pharmacy schools and demonstrates Regis University’s commitment to creating a School of Pharmacy dedicated to a values driven education. In these courses, each service experience will be guided by a theme that is specific to the course objectives. Students are required to do approximately 15-20 hours of service and participate in a self-directed service learning project in their third year.

Examples of service learning goals include, but are not limited to:

  • Exposure to a cross section of diverse populations
  • Providing opportunities to become more culturally competent through relationship formation and communication with diverse groups
  • Considering the role of pharmacists as patient advocates and considering strategies to advocate for the populations they work with
  • Increasing global awareness and advocacy skills
  • Critically examining the correlation between health care access challenges and socioeconomic or environmental factors

All physical therapy students participate in service learning experience that focus on specific themes, providing them the opportunity to gain awareness of and exposure to diverse community populations. Approximately 10 hours of service is required each semester for a total of five semesters in the three-year program.

  • DPT 708 Management Applications of Physiology I (Semester I): Theme - Health Literacy
  • DPT 730 Physical Therapy Examination (Semester II): Theme - Kids and Adults with Disabilities
  • DPT 771 Professional Issues II (Semester III): Theme - Health and Fitness Across a Life Span
  • DPT 772 Professional Issues III (Semester IV): Theme - Health and Wellness Promotion in Children
  • DPT 773 Professional Issues IV (Semester V): Theme - Tests, Measures and Physical Examination Across a Life Span
  • DPT 774 Professional Issues V (Semester VI): Theme - Issues of Ageing
  • DPT 775 Professional Issues VI (Semester VII): Theme - Reflection on Collective Service Learning Experiences

Service learning is integrated into two courses in the Health Service Administration programs. The themes of service learning include: social issue research and advocacy, civic responsibility and the legislative process, consciousness raising, health education and awareness, and capstone projects to meet identified community needs.

Legal Issues HCA/HIM/MIM 423

This course includes a service learning component. Service learning is a method of experiential education that combines classroom learning, community service, and reflection to promote civic responsibility. In this course, students will research a current legislative bill (on either the state or federal level) dealing with a health care issue that will have an impact in their individual communities, and write a letter to their state representative expressing their opinion on the bill. Students will reflect on the experience in class and in individual reflection papers.

Service Learning Objectives:

  • To take knowledge acquired in class and apply it in student’s own community.
  • To practice individual civic responsibility.
  • To take the time to research on community issues.
  • To practice being an advocate on a given community issue.
  • To gain practical knowledge of the legislative process.

Health Care Administration Capstone HCA 480/HSA 680

This course includes a service learning component. Service learning is a method of experiential education that combines classroom learning, community service and reflection to promote civic responsibility. In this course, a particular emphasis is placed on project management, regulatory issues, social justice, contemporary issues and career management. Students will complete a comprehensive project plan which will serve as the context for reflection. In the process of doing the comprehensive project plan, students will be encouraged to critically think about how the plan or absence of the plan affects the populations in the organization they focus on, the community that organization serves and specific individuals in the community.

Service Learning Objectives:

  • To gain a better understanding of social justice issues related to health care administration.
  • To incorporate issues of social justice into the comprehensive project plan through a thoughtful, inclusive assessment of the populations affected.
  • To articulate the concept of social justice and its effect on health administration decision making.