Background: Nursing faculty plays a central role in facilitating service learning experiences, yet little is known about their perceptions of service-learning.
Method: Whit-temore's and Knafl's method for integrative review was used to analyze sources from CINAHL, ERIC, MEDLINE Complete, ProQuest LLC, and ScienceDirect.
Results: Literature about nursing faculty perceptions of service-learning was scarce. Therefore, a thematic analysis was completed on 17 diverse sources regarding general faculty perceptions.
Conclusion: Limited research was discovered related to nursing faculty perceptions, exposing a gap in the literature. Further research may clarify the role of service-learning in nursing education. [J Nurs Educ. 2018;57(10):584-589.].
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