Self-Efficacy Scale Assessing the Infusion of Service-Learning on Program Planning Competencies among MPH students

Background: Service-learning can help deepen student's learning and provide opportunities to discover linkages between theory and practice in authentic settings. However, reliable tools are scarce in assessing the impact of service-learning on students. Objective: This study discussed the development and validation of a 12-item self-efficacy scale aimed to assess the infusion of service-learning on students' program planning competencies in a core MPH course. Method: Scale items were drafted, modified, and guided by three major sources: (1) Health Professions Schools in Service to the Nation (HPSISN) Service-Learning – student survey; (2) Association of Schools of Public Health (ASPH) core MPH Competency; and (3) the course learning objectives. The scale was administered at the beginning and the end of the semester (n=30). Students rated anonymously their agreement with these statements on a 5-point scale. Results: The scores of the 12-item scale demonstrated good reliabilities (Cronbach alpha=.87). The average rating on the 12 statements at the beginning of the semester was 3.64, and the average rating on the same 12 statements increased to 4.27 at the end of the class (p<.0001). The post-test survey also included 5 additional items to measure the overall impact of the Planning course (Cronbach alpha =.84). Actual scale items will be shared. Conclusion: The scores of the service-learning self-efficacy scale on program planning (SL-SEPP) are reliable and provide a valuable tool to assess the infusion of service-learning on student learning outcome related to program planning.