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Asian / Paci;c Island Nursing Journal Asian / Paci;c Island Nursing Journal
Volume 5 Issue 3 Article 7
November 2020
Experiential Lens in Nursing Education and Thriving Lāhui Experiential Lens in Nursing Education and Thriving L hui
(Community): A Native Hawaiian and Paci;c Islander Student (Community): A Native Hawaiian and Paci;c Islander Student
Experience Experience
Nainoa T. Gaspar-Takahashi
Chaminade University of Honolulu
Edna R. Magpantay-Monroe
Chaminade University of Honolulu
Follow this and additional works at: https://kahualike.manoa.hawaii.edu/apin
Part of the Nursing Commons
Recommended Citation Recommended Citation
Gaspar-Takahashi, N. T., & Magpantay-Monroe, E. R. (2020). Experiential Lens in Nursing Education and
Thriving Lāhui (Community): A Native Hawaiian and Paci;c Islander Student Experience.
Asian / Paci;c
Island Nursing Journal, 5
(3).
This Special Issue is brought to you for free and open access by the University of Hawai`i Press at Kahualike. It has
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166
DOI: 10.31372/20200503.1104
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Special Abstract Section: New Knowledge & Practices for Asian / Pacific Islanders
Experiential Lens in Nursing Education
and Thriving Lāhui (Community):
A Native Hawaiian and Pacific Islander
Student Experience
Nainoa T. Gaspar-Takahashi and Edna R. Magpantay-Monroe
Introduction and Background
The purpose of this descriptive paper is to
explore examples of high impact practices in nursing
education that affects the community of interest and
more specifically from the perspective of a native
Hawaiian and Pacific Islander student. High impact
learning involving communities benefits nursing
students by honing their critical thinking skills and
compassionate way of knowing (Hill, 2017).
The native Hawaiian and Pacific Island lāhui
(community) is the focus for the experiential learning
experience conducted by the author, a 22-year-old
sophomore nursing student, of mixed race (native
Hawaiian, Asian, and Pacific Islander). He participated
in a service-learning project and problem-based
learning using infographics in his freshman year at a
Catholic Marianist university. The student’s aspiration
of contributing to his community is exemplified by his
participation in service learning and health promotion
activities that affects his lāhui (community). According
to Shannon (2016), students are more likely to promote
health in a community-based population that is closely
connected to them. In the native Hawaiian community,
“the family or kinship group (‘ohana) is central to
native Hawaiian culture and is the method by which
cultural values, history, rituals, and traditions are
communicated” (Cabrera & Smith, 2018, p. 1). This
paper describes how one student’s experiences are
interconnected to the concept of ‘ohana (family).
Scheiding and Cellini (2019) suggests that experiential
learning can be valuable to native Hawaiian students
as a form of active engagement especially when their
indigenous culture is not incorporated into the course.
Significance
The value of high impact practices such as
service-learning and problem-based learning through
use of infographics that supports experiential learning
has many outcomes conducive to the production of
strong well-rounded students. These outcomes include
but are not limited to enhancement of personal and
professional skills, increased self awareness and
confidence, improvement in academic, and leadership
skills (Carlisle, Gourd, Rajkhan, & Nitta, 2017). These
outcomes can be beneficial for any nursing student but
particularly to native Hawaiian and Pacific Islander
students. According to Cabrera and Smith (2018),
native Hawaiian students value the sense of well-being
and have a holistic perspective and approach to their
learning and practice.
At a Catholic Marianist university, service
learning is at the core of the student educational
experience. It is “a high-impact practice by which
students learn through active participation in thoughtfully
organized service which meets the needs of the
community … It includes structured means for reflection
on the service experience and helps to foster civic and
corporate responsibility. As a pedagogy, service-learning
emerges from experiential learning theory and encourages
active student involvement in the learning process”
(Chaminade University of Honolulu, 2020, para. 1). The
value of service learning among native Hawaiian nursing
students may originate from understanding their cultural
beliefs, values, and attitudes (Caspersz & Olaru, 2017).
Service learning translates to a strengthening of civic
engagement and responsibility which are all important in
native Hawaiian culture (Cabrera & Smith, 2018).
Infographics was a tool used for the problem-
based learning (PBL) project. PBL projects create a
Chaminade University of Honolulu, Hawai‘i, United States
Corresponding Author:
Nainoa T. Gaspar-Takahashi
Chaminade University of Honolulu
Honolulu, Hawai‘i, United States
Email: nainoa.gaspar-takahashi@student.chaminade.edu
Asian/Pacific Island Nursing Journal
Volume 5(3): 166-169
©Author(s) 2020
https://kahualike.manoa.hawaii.edu/apin/
167
Special Abstract Section: New Knowledge & Practices for Asian / Pacific Islanders
tone of creativity by allowing students to solve a
problem or issue through their personal lens.
Infographics can explain a complex concept and are
useful teaching and learning strategies for all levels of
nursing students (Chicca & Chunta, 2020). The
information presented in infographics can be useful in
presenting key concepts to different types of learners.
Students are able to use infographics as a learning-tool
while providing educational information for peers and
those in the community. Infographics is a great way to
interact with others by including and addressing
community needs that will promote wellness and best
practices. The infographics or any project in a health-
related field created by the native Hawaiian students
usually promotes harmony and well being as part of their
cultural heritage and values (Cabrera & Smith, 2018).
Description of the Experiential Learning
Projects
The first experiential learning project is a
service-learning project which was completed at Mālama
I Nā Ahupua‘a (MINA) where learning about the native
Hawaiian culture was exemplified through the common
core activities and beyond like the upland (heiau), a
midland (lo‘i), and lowland (fishpond) activities (Mālama
I Nā Ahupua‘a, 2020). The goal of the project is to allow
students to develop a sense and responsibility of place
(MINA). Native Hawaiian practices of sustainability are
introduced through practical applications. Students
completed at least 10 hours of service at different
locations around the island of O‘ahu: Hālawa Valley and
Kāko‘o ‘Ōiwi. At both locations, students contributed to
the removal of invasive species of plants that poses a
threat to native Hawaiian flora and fauna. At Kāko‘o
‘Ōiwi, students learned about the lo‘i (midland) patch
water systems and the native kalo (taro) that grow there,
and at Hālawa students learned about a special birthing
stone in which mothers and midwives would birth the
future of Hawai‘i’s children (MINA).
The second experiential learning is a PBL
project using infographics which was completed
during the first nursing course: Introduction to Nursing.
The activity involves creating an individual student
infographics that can be compared with another
student’s infographics with focus on specific nursing
topics/issues such as health promotion. The project
culminated in creating a cohesive comparison of
infographics which included native Hawaiian values,
Marianist values, Quality Safety Education for Nurses
(QSEN) competencies, Bachelor of Science Nursing
(BSN) essentials, Institute of Medicine (IOM)
competencies, and nursing theoretical frameworks.
Students were able to intentionally choose their topics
and some related their chosen topics to their service
learning experiences. The project was completed at a
Catholic University where values of native Hawaiian
and Marianist are important. For the infographics
project, the student author created infographics about
health promotion. Health promotion is a primary
prevention tool that is helpful in working with a
diverse patient population (Kaholokula et al., 2018).
The connection between the health promotion topic
and native Hawaiian values are hana ka lima (work
diligently together) and lokahi (harmony and unity).
The teamwork and collaboration expressed in the
completion of the project exemplifies native Hawaiian
values of kuleana (shared responsibility).
Discussion
Both experiential projects provided an
intentional reflection that is essential as a future nurse.
Service learning allowed students to appreciate their
support system: the lāhui (community). There is a sense
of gratitude to be able to give back to the community
that students grew up in. The ability to inspire others,
leaving their comfort zone to learn about other
communities and recognize the strength of it can form
deeper understanding and acknowledge the place
students call home. If given an opportunity to present
their experiential learning to their peers and communities,
students will create a lasting impact on their chosen
profession such as nursing. The nursing student author
and the audience were impacted by the presentation
through assimilation of new knowledge and consideration
of the experience towards the community. The impact
to nursing as a profession is the integration of evidence-
based care to clinical practice.
The projects led to teamwork and collaboration
by students and professionals from multidisciplines and
multiethnic backgrounds. The collaboration among the
team members fostered a sense of ‘ohana (family). This
sense of ‘ohana (family) is the fabric of native Hawaiian
culture which is important to the student author. The
experience allowed for the ability to advance
foundational knowledge as with many hands (working
as a community), greatness can be achieved. The
infographics experience, which focused on health
promotion, allowed the student to make the connection
to the service-learning project site. The use of
infographics which helps simplify complex information
to manageable chunks of information supported critical
thinking skills and mindful way of looking at concepts
important for nursing students. Despite many values of
the projects to the student experiential learning, time
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DOI: 10.31372/20200503.1104
Special Abstract Section: New Knowledge & Practices for Asian / Pacific Islanders
was a barrier in spending additional valuable time with
the community. Time was also a factor in collating
reliable information for the infographics due to other
school and life obligations.
Implications
These two projects provide a strong foundation
in the nursing educational journey of the nursing
student through a mindful practice. Experiential
learning and mindful approach allow for intentional
learning that is meaningful to making informed
decisions as a future nurse. Consideration for future
research studies and projects can include the following:
(1) a broader native Hawaiian nursing students
perspectives on the impact of experiential learning to
their nursing education, (2) the use of evidence-based
tools and technology in teaching and learning of native
Hawaiian and Pacific Islanders nursing students in
enhancing their critical thinking and clinical reasoning
skills that will help prepare them for professional
practice and (3) the value of projects that enhances
community engagement and lessons learned in
alignment with the native Hawaiian values. Nursing
student engagement in enriching projects is driven by
their desire and motivation to apply their learning to
their community of interest which then allows for
better reflection and care for their lāhui (community).
Keywords: experiential learning, service learning,
problem based learning, Native Hawaiian, infographics
References
Cabrera, G., & Smith, N. (2018). Native Hawaiian patients:
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CGP/v06i01/23-33
Healthy
People
2020
Basic Organizational and
Systems Leaderships for
Quality Care and Patient
Safety
Florence Nightingale
According to River (2018),
"Nightingale was well educated, an
excellent communicator, and
connected to eminent and
influential leaders of the day, so
was able to mobilize resources to
bring about change" (Benton et al
2019. para. 9).
Hana Ka Lima: Work
Diligently Together
Lokahi: Harmony and Unity
Educate for service,
justice and peace.
Informatics: According to
Craven (2015), "Use
information and technology
to communicate, manage
knowledge, mitigate error,
and support decision
making." (p. 61).
Teamwork &
Collaboration
