SERVICE LEARNING PROJECT: POST ACTIVITY REFLECTION

Service Learning Project: Post Activity Reflection Assignment

Priscilla Ambang
Bon Secours College of Nursing
Kelly Spann, MAEd, MS, FNP-BC
NUR 4215: Vulnerable Populations and Global Health
April 27th, 2017
Honor code “I pledge”
 SERVICE LEARNING PROJECT: POST ACTIVITY REFLECTION

On Friday March 3rd I completed my Service Learning Project at Martin Luther King, Jr

Middle School on Mosby Street in Richmond, VA. My experience at that school for four hours

was very frustrating, challenging, and eye opening. The 6th, 7th, and 8th graders I met behaved in

a way that I have never experienced in my 44 years. My husband and I prepared a presentation

for health and fitness. I, the nurse was to present some information on how our choices regarding

diet and exercise have lifelong effects. My husband did a 15 minute kickboxing demonstration,

presenting an exercise routine that could done by anyone, anywhere. (Childhood obesity is

quickly becoming an epidemic in the United States. The percent of obese adolescents between

the ages of 12- 19 and children ages 6-11 was 20.6 and 17.4, respectively. (CDC, 2016).) My

goal was to positively impact these students with the hope that they would take at least one piece

of information away with them, changing at least one aspect of their daily habits. In addition,

throughout my presentation I made a conscious effort to encourage each student to share

something they learned with a family member or friend. By doing this, hopefully it, at some

point or another, would result in a ripple effect to a small degree. We completed five of six

sessions that included 30 – 35 students. This experience and the interactions affected me quite

deeply, resulting in a series of emotions. Further description of the experience is necessary in

order for one to understand these emotions.

Upon entering the school, at every entrance, visitors and students encounter a security

officer and metal detectors. In the office when checking in a picture ID is required. The picture is

then transferred into a visitor pass with your name and anticipated location in school, then it is to

be attached to your shirt. (I left my ID in the car, and exited and entered through a different

location to retrieve my driver’s license.) The bathrooms in all the hallways are locked. A

designated staff member has to unlock the door for students, other staff members, and visitors,
 SERVICE LEARNING PROJECT: POST ACTIVITY REFLECTION

then quickly reengage the lock. A teacher strongly advised against leaving any of my belongings

unsupervised. Beginning with session one, and progressively worsening by session five, many, if

not the majority of the students were disorderly, uninterested, distracted (consistently and openly

on cell phones), lacking respect for authority (numerous instances of open vulgarity, as well, as

blatantly disrespectful responses to staff, myself and, my husband, as well as the other invited

participants). As a student I attended schools in a rural area, as do my children, and I am quite

active at their schools, which includes an elementary, middle, and high school. At no time in my

life have I ever witnessed such practices and commonality as seen at MLK. From basic etiquette,

like a simple introduction (time after time my enthusiastic good morning was met with a blank

stare) or concern for others (students in three different session walked right up and took my chair

rather than sitting in their designated seat), to academic goals (one just wanted to be a nurse, “to

clean people up and give them their medications”), their actions and attitudes was perplexing,

and disappointing to say the least. Even more so, the teachers appeared immune, as at no time

did I witness discipline, or even correction, especially in the presence of the repeated vulgarity

and distraction.

Disbelief came first, an overwhelming “how can this be”. This quickly turned into anger,

though no staff member or student would have known this, as my demeanor remained consistent.

Anger regarding the actions of the students and the inaction of the staff, as well the presumed

inaction of the school district and the parents. Could it be this way every day, at home and

school? Anger turned into frustration, as I could not complete the last session, because the

students were essentially out of control. The coordinator, with a solemn look, simply said you

can feel free to leave at any time. At that point, attempting to start my 6th session, my husband

and I decided it was best to leave as our presentation was falling on deaf ears, providing no
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benefit. As we were exiting the room, through all the commotion, a small voice with a tinge of

sadness said “she’s leaving, oh my god y’all she’s leaving.”

The emotion was just overwhelming. I sat in my car for a moment to gather my thoughts,

however I had to quickly get to work. Throughout the day, my mind and emotion was clouded by

my experience. All the emotions lead to sorrow, a feeling of pity for these students and teachers.

However as quickly as that feeling appeared it was replaced with an overwhelming need to help

in one way or another, hence leading to a major detour in my grant proposal project submitted

shortly after this experience. What caused this change?

Servant leadership, service, community, and vision, defined by Robert Greenleaf as “a

philosophy and set of practices that enriches the lives of individuals, builds better organizations,

and ultimately creates a more just and caring world.” (Waterman, 2011) The staff, as well as the

students at MLK, provided a visual for the marginalized, those that seem not to matter or to be of

little concern to the rest of society. (Andersen & McFarlane, 2015) Pity needed to be replaced

with empathy. We are here to serve others. Is it generally the best of us that benefits from this

concept or the proverbial worst of us? The most impactful statement, the one interaction or

experience that made me want to serve and help this population was the small voice that I still

here now, “she’s leaving.” In all that occurred that day, even if one child (hopefully more) saw

and appreciated the effort, it was well worth it. This experienced educated in a way I didn’t know

I needed, and it also encouraged me to want to do more to assist this population. I welcome the

opportunity to do so in the future, throughout my nursing career.

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Reference List

Anderson, E. & McFarlane, J. (2015) Community as Partner: Theory and Practice in

Nursing. Philadelphia, PA. Wolters Kluwer

Centers for Disease Control and Prevention. (2016). Obesity and Overweight. Retrieved

from https://www.cdc.gov/nchs/fastats/obesity-overweight.htm

Waterman, H. (2011). Principles of “servant leadership” and how they can enhance

practice. Nursing Management. 17 (9) 24-26