A
ABSTRACT: Service-learning and interprofessional
education can have an effect on nursing students’ learn-
ing experiences, attitudes, transcultural knowledge, and on
patient outcomes. Interprofessional education is a method
in which healthcare students learn their different roles and
responsibilities, and recognize how patients benefit from
the collaborative process.The purpose of this paper is to
review professional literature to determine the best practices
for implementation of service-learning and interprofessional
education into nursing curricula.
KEY WORDS: education, healthcare, interprofes-
sional education, nursing, service-learning, transcultural
learning
BY SUSAN B. FURR, SUSAN H. LANE, REIMUND C. SERAFICA, AND MARY ALICE HODGE
SERVICE-LEARNING AND
INTERPROFESSIONAL
EDUCATION IN NURSING:
A Critical Need
162 JCN/Volume 32, Number 3
Copyright © 2015 InterVarsity Christian Fellowship. Unauthorized reproduction of this article is prohibited.
great principle of Christian conduct is to serve
out of love for others (Galatians 5:13). Providing
service should be a Christian duty, and Christian
healthcare educators should model this behavior
(Luke 6:4). Healthcare educators have the
opportunity to educate students on how to serve
others by providing care through service-learning and
interprofessional education (IPE). Exposure to social
injustices and/or health disparities through service-learning
may have an effect on students’ attitudes and beliefs
(Marcus, Taylor, Hormann, Walker, & Carroll, 2011).
The incorporation of IPE into a nursing curriculum
offers increased knowledge related to the roles and
responsibilities of other healthcare professions.
Providing service-learning opportunities is a valued
approach for educating students (Marcus et al., 2011).
The actions of love, respect, and caring are demonstrated
Barry Diomede / Alamy
journalofchristiannursing.com
through service activities, and are
hallmarks of the Christian faith and of
the nursing profession. Facilitating
opportunities for service-learning and
IPE can foster a collaborative process
that may create social change and
improve health outcomes (Marcus et
al.). Incorporating these two concepts
into nursing curricula can be a
challenging, yet rewarding, process.
As Christians, we should mirror God’s
faithfulness to all, regardless of socio-
economic status, health problems, or
basic differences. The purpose of this
paper is to use a critical review of the
literature to determine best practices
for implementation of Christian-based
service-learning activities and IPE into
healthcare curricula.
GLOBAL MIGRATION
There has been an impressive increase
in global migration over the last 10 years.
Educating students on how to care for
our increasingly diverse population
presents many challenges. It has become
necessary for students in healthcare
professions to have cultural-clinical
immersion experiences to receive
education that is unattainable in the
traditional classroom. Healthcare
Susan B. Furr, DNP, RN, NCSN, is an Assistant
Professor of Nursing at Pfeiffer University. She teaches
undergraduate students. Her research interests include
health promotion behaviors and interprofessional
education.
Susan H. Lane, PhD, RN, is an Assistant Professor of
Nursing at Appalachian State University. She teaches
doctoral, graduate, and undergraduate students. Her
research interests include cultural competence, decision-
making behaviors, and perceived social support for
parenting adolescents.
Reimund C. Serafica, PhD, RN, is an Assistant Professor
of Physiological Nursing at The University of Nevada at
Las Vegas, teaching doctoral, graduate, and undergraduate.
His research interests are dietary acculturation and physical
activity among immigrants.
Mary Alice Hodge, PhD, RN, is an Assistant Professor
and Director of the RN-BSN Option at Winston-Salem
State University, and teaches. She is involved in teaching
doctoral, graduate, and undergraduate students. Her
research interests include incivility, older RN retention,
cultural diversity, and student incivility.
The authors declare no conflict of interest.
Accepted by peer-review 8/25/2014.
DOI:10.1097/CNJ.0000000000000178
journalofchristiannursing.com
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educators have become responsible for
integrating transcultural knowledge and
competence into the curriculum within
this climate of cultural understanding and
care (Morton, 2012).
Service-learning is a reciprocal
relationship between academic study and
service, enhancing students’ knowledge
about civic responsibilities and produc-
ing stronger communities (Stallwood &
Groh, 2011).The process of service-
learning occurs within the context of
the service, globally or locally, instead
of the classroom (Riner, 2013; Stallwood
& Groh). Students are able to see
firsthand the health disparities and
social injustices suffered by certain
populations and are witnesses to unequal
treatment (Grace & Willis, 2012).
Service-learning is being utilized in
various healthcare professions because of
its value to the curriculum and to
students’ learning (Stallwood & Groh,
2011). The Institute of Medicine
Committee on Quality of Health Care
in America has suggested that because
of the complex needs of today’s patients,
different healthcare professionals
working in interprofessional teams with
a common goal may restore health and
improve outcomes (Bridges, Davidson,
Odegard, Maki, & Tomkowiak, 2011).
IPE is defined as collaboration among
multiple disciplines in the teaching-
learning process, with the goal of
facilitating interprofessional interactions
(Royeen, Jensen, & Harvan, 2009). IPE
helps cultivate healthcare professionals’
knowledge, skills, and attitudes (Wood,
Flavell,Vanstolk, Bainbridge, & Nasmith,
2009), and promotes collaboration
between professionals through an
interactive process and combined
perspectives (Bridges et al., 2011; Cusack
& O’Donoghue, 2012). Collaboration
facilitates achievement of goals that are
unable to be reached individually within
a single discipline (Selle, Salamon,
Boarman, & Sauer, 2008) and promotes
consistent, continuous, and reliable
patient care (Wood et al.).
SERVICE-LEARNING AND
IPE IN CURRICULA
A critical literature review was used
to explore best practices for implementa-
tion of Christian-based service-learning
activities and IPE into healthcare
curricula. The Cumulative Index of
Nursing and Allied Health Literature
(CINAHL) and EBSCOhost were
searched. Criteria for inclusion were
peer-reviewed articles published in
English and between 2008 and 2014.
Search terms included interprofessional
education, Christianity, service-learning,
faith, nursing, and curricula.The search
yielded 100 articles; 13 met criteria for
inclusion for review.
A variety of curricula designs, includ-
ing international and local community-
based service-learning through various
teaching modalities, such as didactic
learning, simulation training, on-line
education, and immersion experience
were found in the literature (Bridges
et al., 2011; Lane, Serafica, & Hodge,
2013; Marcus et al., 2011; Morton, 2012;
Riner, 2013; Souers, 2009). Only one
article identified a service-learning
design strictly for nursing curricula
(Riner). A summary of the results of the
literature review for service-learning
and IPE is found in Table 1. Table 2
identifies the nurse-focused service-
learning findings from the literature.
One of the common IPE designs
involved the inclusion of credit-driven
courses added to curricula (Bridges et al.,
2011; Marcus et al., 2011; Riner, 2013;
Salm, Greenberg, Pitzel, & Cripps, 2010;
Souers, 2009). Courses were elective
(Bridges et al.) or required (Bridges et al.;
Riner); however, the benefits and
consequences of elective versus required
courses were not addressed.
Some of the curricula designs included
development of interprofessional teams
utilizing mentorships, home, and commu-
nity-based learning situations, multiple
interprofessional small group sessions
focused on interprofessional healthcare
teams, collaborative patient-centered care,
service-learning, and healthcare profes-
sions (Bridges et al., 2011). Similarly
designed immersion experiences focused
on IPE and service-learning (Lane et al.,
2013; Morton, 2012; Souers, 2009).
Opportunities for service-learning were
JCN/July-September 2015 163
identified in community settings,
including elementary schools (Salm et al.,
2010) and churches (Marcus et al., 2011).
Some objectives included exposure
of students to the impact of environ-
ment and resources on health status, and
to underscore how essential collabora-
tion is among different professions in
providing services to patients (Bridges et
al., 2011). Other objectives included
allowing students to practice and
demonstrate team-based skills, including
communication, support, leadership, and
assessment (Bridges et al.), and to create
a focus on global engagement and
TABLE 1: Service-Learning and Interprofessional Education (IPE) in the Curriculum
Author(s) Purpose
Souers (2009) Implementation of a course
to offer a cultural experience
through providing healthcare
in an underserved country to
effect change in the commu-
nity’s health status
Salm, Examine experience of
Greenberg, preservice professionals from
Pitzel, & Education, Nursing, Justice
Cripps (2010) Studies, Kinesiology & Health
Studies, and Social Work in
a 14-week full-time internship
in elementary schools to see
if practicum would alter “silo”
effect of professional practices
Bridges, Describe the training curricula
Davidson, models of IPE at three
Odegard, universities
Maki, &
Tomkowiak
(2011)
Marcus, Describe process for involving
Taylor, students in ongoing faculty
Hormann, community-based participa-
Walker, & tory research (CBPR) in an
Carroll (2011) underserved community, by
developing an interprofession-
al course engaging faculty,
students, and the community
to foster student education on
community health problems
Morton (2012) Share model for Interprofes-
sional Immersion in Cultural
Settings to expose students and
faculty to global health experi-
ences that promote humility,
lifelong service, and can be
translated to other settings
Lane, Serafica, Explore experiences and
& Hodge transcultural perceptions of
(2013) students who participated in
international mission immer-
sion experience
164 JCN/Volume 32, Number 3
Copyright © 2015 InterVarsity Christian Fellowship. Unauthorized reproduction of this article is prohibited.
country-specific knowledge (Lane et al., activities (Souers, 2009); reflective
2013; Riner, 2013). Additional objec- journaling (Lane et al., 2013; Riner,
tives identified in the literature included 2013; Souers); self-assessment for cultural
gaining an appreciation for professional knowledge, bias, and tolerance (Souers);
volunteerism and developing cultural and patient and/or community educa-
adaptability (Souers, 2009), increased tion (Lane et al.; Souers). IPE provides
cultural competence (Lane et al.; Riner), students the experience of developing
travel readiness and knowledge acquisi- communication skills, building
tion (Lane et al.), social consciousness relationships, problem-solving, and
(Riner), interprofessional and commu- resolving conflict with other providers.
nity-based collaborations (Morton, Communication was identified as an
2012), and social change and improved integral part of IPE learning (Lane et al.;
health outcomes (Marcus et al., 2011). Salm et al., 2010). Models of IPE
Teaching strategies found in the included weekly supervision, biweekly
literature included clinical-based seminars, workshops, orientations, and ad
Method/
Sample/Setting Key Findings
Analysis
8 nursing and medical Qualitative Experience was life-changing for students
students in a health and had positive impact on the people
clinic in the Dominican served. Collaboration was a positive
Republic for 9 days experience.
41 students participated Case Study Interprofessional students developed com-
in study conducted over methodology; munication skills and came to learn each
5 semesters (2 ½ years) Basic interpre- other’s practice, while improving the quality
in two inner-city and tive qualitative of care for the elementary children.
one alternative school design
Didactic program, Qualitative Common theme was helping students
community-based understand their own professional identity,
experience, and inter- as well as of others on the healthcare team.
professional simulation Identified needs of administrative support,
experience interprofessional program infrastructure,
committed faculty, and recognition of
student participation.
9 students from Nurs- Qualitative Development of community involvement
ing, Public Health, and reflections increased; community appreciated the
Medicine in a public healthcare professions students’
university contributions.
University of New Narratives Common themes: Work together to advance
England students and knowledge of students; model cultural sen-
faculty housed at the sitivity and interprofessional practice; and
International Mission in provide best practice for our patients
Ghana, West Africa
6 students from multiple Qualitative Pilot 6 themes emerged: enhanced self-esteem;
disciplines at a private Study culture; stress; spirituality in action; educa-
Christian university tion; apathy
journalofchristiannursing.com
TABLE 2: Service-Learning in the Nursing Curriculum
Author(s) Purpose
Riner (2013) Describe how a community health
nursing practicum course increased
undergraduate students’ knowledge of,
and interactions with, local immigrant
population; and develop students’
sense of global engagement while
remaining in the local community
Method/
Sample/Setting Findings
Analysis
Undergraduate Qualitative through Students developed: New
nursing students in a reflection and understandings of health
public university with journaling concerns and practices; specific
practicum experiences knowledge; and engaged in
in various community culturally sensitive care to local
agencies immigrant populations.
Many students advanced to
multicultural thinking.

hoc meetings (Lane et al.; Marcus et al.,
2011; Riner; Salm et al.; Souers).Three
articles identified the use of post-
immersion experience meetings for
reflection and debriefing (Lane et al.;
Riner; Souers). Other teaching strategies
included education on language, culture
exposure, and training certifications
(Lane et al.).
For immersion experiences, curricula
concepts included culturally sensitive
healthcare (Morton, 2012; Souers, 2009),
communication (Salm et al., 2010),
safety (Lane et al., 2013; Souers), travel
guidelines (Lane et al.; Souers), nutrition
(Souers), collaboration (Salm et al.),
quality of care (Salm et al.), and
professionalism (Lane et al.; Salm et al.;
Souers). Education was provided to
students prior to the immersion
opportunity (Lane et al.; Morton;
Souers) and deemed a necessary
component of any IPE learning
experience (Lane et al.; Morton). Other
designs used no education prior to the
immersion experience, in order to
examine the effect of collaboration
building without prior bias (Salm et al.).
Results from IPE included positive
community response (Bridges et al.,
2011), positive student response (Bridges
et al.; Riner, 2013; Souers, 2009),
increased self-reflection (Souers),
improved cultural competence (Lane et al.,
2013; Souers), and increased professionalism
and collaboration (Marcus et al., 2011;
Salm et al., 2010). Other findings were
increased respect for other disciplines and
community members (Marcus et al.) and
increased awareness of international
healthcare issues (Souers). Lane et al. found
that through a faith-based international
immersion experience, students identified
increased self-esteem and knowledge.
However, Salm et al. found that IPE did
not directly impact quality of care.
IPE ALONE
IPE is an essential component of
today’s evolving and challenging
healthcare environment. Many health-
care discipline curricula require IPE as
a component of professional courses
(Gordon, Booth, & Bywater, 2010).
Gordon et al. identified the importance
of electronic learning materials for IPE.
Other needs included reflective spaces
for creativity, logistics and learner
autonomy, constructivist approaches,
interactive learning environments,
authenticity, and bringing the patient to
the classroom. Learning outcomes iden-
tified in IPE have included professional
identity, professional identity of each
member of the multidisciplinary team,
situational collaboration, and communi-
cation of team members’ roles (Cusack
& O’Donoghue, 2012). The aim of IPE
is to build collaboration among team
members to ultimately improve patient
care (Cusack & O’Donoghue).
Teaching strategies identified
specifically for IPE included planned
interactive activities in multidisci-
plinary groups (Gordon et al., 2010)
and problem-based learning designs
(Cusack & O’Donoghue, 2012).
Other strategies identified in the
literature were the modeling of
interprofessional collaboration by
healthcare educators (Selle et al.,
2008). Students found beneficial
modeling that included the discussion
of research, healthcare educator
modeling of collaboration, and
role-play (Selle et al.). Similar to
the service-learning models of IPE
education, IPE without service-
learning has been shown to be
effective using small group work,
seminars, lectures, learning activities,
and independent student learning
(Cusack & O’Donoghue).
Results of IPE included increased
access at times and places convenient for
the learners, ability of repetition of
electronic lectures, increased student
access, and increased control in the
learning environment (Gordon et al.,
2010). IPE has been found to bring
different perspectives to a situation that
resulted in knowledge sharing, and gen-
erated new, interprofessional knowledge
(Gordon et al.). Students have reported
positive outcomes, including enhanced
knowledge and communication
(Cusack & O’Donoghue, 2012).
Other results encompassed students’
increased confidence of collaboration,
following healthcare educators’
modeling of the interprofessional
collaboration and an increased ability to
actively participate on an interprofes-
sional team (Selle et al., 2008). Steinert
(2005) reported that IPE fosters positive
attitudes, raises awareness, and develops
competencies.
Recommendations for future
development of IPE included: (a)
creation of healthcare educator devel-
opment initiatives to bring about
change at the individual and organiza-
tional level; (b) recognition of IPE and
collaborative patient-centered practice,
teaching, and learning; (c) leadership
and organizational change; and (d)
incorporation of principles of effective
educational design (Steinert, 2005).
Wood et al. (2009) recommend that
IPE begin in prelicensure healthcare
programs and extend longitudinally into
healthcare practice for all disciplines.
IPE needs to contain the domains of
interpersonal and communication skills,
patient-centered and family-focused
care, and collaborative practice (Wood
et al.). A summary of the critical review
of literature that examined IPE is
included in Table 3.

journalofchristiannursing.com JCN/July-September 2015 165

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LITERATURE GAPS,
RECOMMENDATIONS
Very few articles discussed service-
learning and IPE together as compo-
nents of a healthcare curriculum. In
addition, there was little research that
evaluated the contributions of service-
learning and IPE and the effect on
students and populations served.
Of the 13 articles reviewed, only
two identified a faith-related association
to service-learning or IPE (Lane et al.,
2013; Marcus et al., 2011). Marcus et al.
created a service-learning opportunity
for students through a relationship with a
pastor in an underserved community.
Lane et al. created an international
immersion, Christian faith-based
mission experience, with a medical focus
for students of multiple disciplines
within a faith-affiliated university.
Different approaches to facilitate the
inclusion of service-learning and
collaborative practice through IPE in
healthcare curricula are needed.
Healthcare educators from all disciplines
must be engaged and willing to
collaborate so that goals and objectives
for programs are mutual; the most
effective methods of delivery are
determined; and evaluation is incorpo-
rated. This will enable students to better
understand their role in healthcare and
the duties of the other professions.
Future research that examines both
service-learning and IPE in a healthcare
curriculum is needed to determine
which type of course—clinical, com-
munity, and/or mission experience—
provides the best outcomes for the
patients and the most effective learning
for students. Other future research
should evaluate and compare the
effectiveness of IPE and service-learning
as requirements in curricula versus
elective opportunities. Creating a
curriculum that includes service-learning
and IPE will require commitment from
all healthcare educators, but the
results can greatly improve healthcare
outcomes.
Service-learning and IPE should be
included in all healthcare curricula to
promote improved collaboration,
communication, and healthcare
outcomes. To effectively implement
service-learning and IPE within
curricula, academic administrative
support is needed. Ways to initiate
support for the inclusion of service-
learning and IPE into curricula include
the addition of these concepts into
strategic planning and appropriating
funding.
Partnerships must be established to
fully develop effective learning opportu-
nities within service-learning and IPE.
These partnerships can be generated at
the local, regional, or global levels,
depending on the objectives created
for the experience. Creation of
service-learning and IPE objectives are

TABLE 3: Critical Review of Interprofessional Education (IPE)

Author(s) Purpose Sample/Setting Method/ Analysis Findings

Steinert (2005) Identify approaches and
strategies that facilitate IPE
Comprehensive literature Review of literature, Faculty development pro-
review; two focus group surveys of focus groups grams should be developed
interviews with health and faculty developers that foster interdisciplin-
science educators; faculty ary teaching / learning to
developers promote collaborative patient
centered practice.

Selle, Salamon, Examine whether students
Boarman, learn how to be a part of an
& Sauer (2008) interprofessional team more
effectively by being exposed
to discussion of research,
faculty modeling, and role-
playing; or being exposed
to discussion of research
and role-playing only
Convenience sample of Comparative quantitative Modeling may be a way to
40 students from Nursing, study; pretest to evaluate introduce how to participate
Physical Therapy, Social understanding of each within an interprofessional
Work, and Special Educa- profession and how team.
tion, who collaborated on comfortable students felt
an interdisciplinary pre- participating as a mem-
service project. Students ber of an interdisciplin-
were randomly divided ary team. Posttest at the
into two groups. conclusion of the activity

Wood, Flavell, Vanstolk, Development of the “BC
Bainbridge, & Nasmith Competency Framework for
(2009) Interprofessional
Collaboration”
Curriculum and IPE Compared and The framework serves as a
experts throughout British contrasted competency foundation for future cur-
Columbia frameworks and con- riculum change by health and
sulted interprofessional human service educators,
experts practitioners, and
decision-makers.

Gordon, Booth, & Explore the underlying
Bywater (2010) thinking employed by
lecturers when planning
e-learning materials for
interprofessional education
21 participants from Qualitative interviews E-learning identified as a
Social Work, Physio- way to promote interactive
therapy, Occupational learning; design materials to
Therapy, Nursing, Sports support students’ learning,
and Exercise, Science, Ra- how to collaborate, and
diotherapy, and Oncology generation of new interpro-
in the United Kingdom fessional knowledge

Cusack & O’Donoghue, Examine health science
(2012) students’ perceptions of an
IPE module delivered by
problem-based learning
(PBL)
92 students from Nursing, Quantitative and 91% were very satisfied with
Physiotherapy, Diagnostic Qualitative the module. Emerging themes
Imaging, and Medicine in included collaboration,
Ireland structure (small group work,
discussion, (teamwork), and
content (problem).

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critical to the outcomes of the
experience. Faculty and collaborating
partnerships should perform commu-
nity assessments to ensure that the needs
of the community are addressed. The
creation of objectives and the assessment
of needs are reciprocal in nature to
ensure optimal outcomes for all
involved in the experience. Additional
ways to enhance learning opportunities
may include increased uses of simulation
as teaching strategies to provide
fundamental building blocks for
service-learning and IPE experiences.
Although simulation was mentioned in
the literature, there is limited informa-
tion about the implementation and
effectiveness of this teaching strategy.
Service-learning and IPE reflect
many of the fundamental hallmarks of
Christianity. Merging service-learning
and IPE with Christian service is an
excellent way to integrate healthcare
concepts and Christian ministry. For
faculty employed in private or Christian-
based institutions, service-learning and
IPE can be merged in the curriculum as
required courses or offered as elective
opportunities. By including courses
throughout the curricula and threading
courses throughout the interdisciplinary
lines, faculty can cultivate an overall
emphasis on service-learning and IPE.
Specifically for the institutions that offer
multiple healthcare degrees, the oppor-
tunities are endless. One recommenda-
tion for faith-based institutions is to
establish mission experiences with a
secondary healthcare focus. Partnering
with departments such as Christian
ministry can facilitate the establishment
and implementation of effective learning
and missions, merging the core concepts
of nursing and Christian love, respect,
and caring.
In public, nonfaith-based institutions,
there are other avenues to afford similar
experiences.These service-learning and
IPE experiences can be built outside of
the academic setting through partner-
ships with churches, nonprofit organiza-
tions, Christian ministry organizations, or
mission-affiliated organizations. Experi-
ences with a faith-based mission focus
should be offered as volunteer opportu-
nities rather than curricula-designed
requirements. Other suggestions might
journalofchristiannursing.com
Copyright © 2015 InterVarsity Christian Fellowship. Unauthorized reproduction of this article is prohibited.
include collaboration between the
healthcare disciplines and the Christian- love, respect, and caring.
based organizations within the academic
institution, such as Nurses Christian
Fellowship, Baptist Student Associations,
or Fellowship of Christian Athletes.
For public, nonfaith-based institu-
tions, implementation of service-learning
and IPE within healthcare curricula
might include health outcome–focused
experiences without a faith-based
approach. Although the hallmarks of
Christianity are love, respect, and caring, dx.doi.org/10.3402/meo.v16i0.6035
these concepts are the same fundamental Cusack, T., & O’Donoghue, G. (2012). The introduc-
hallmarks of nursing. Faculty can model perceptions. Quality in Primary Care, 20(3), 231–238.
these characteristic traits within any
service-learning and IPE experience,
faith-based or not. Even though the
Christian framework and/or mission
may not be the emphasis of the experi- Grace, P. J., & Willis, D. G. (2012). Nursing respon-
ence, similar learning outcomes can be
achieved. Christian educators can use
these opportunities to model Christ-like Lane, S., Serafica, R., & Hodge, M. A. (2013). Reflections
behaviors as a witness to others.
CONCLUSION
Developing a curriculum that includes
service-learning and IPE provides oppor-
tunities for students to bring about social
change and improved health, while
collaborating and problem-solving
(Cusack & O’Donoghue, 2012; Lane
et al., 2013; Marcus et al., 2011; Selle
et al., 2008). Service-learning activities
can be offered in various ways and in
multiple settings; however, based on the
findings, the optimal type of IPE and
service-learning has not been determined.
The inclusion of service-learning and
IPE into healthcare curricula can be a
valuable learning experience for students,
offering introduction to healthcare mem-
bers’ roles, collaboration, and communi-
cation. Students are familiarized with
different cultures, socioeconomic
backgrounds, and health disparities.The
use of simulation, reflective journaling,
and other educational teaching strategies
have been shown to be effective with
service-learning and IPE (Bridges et al.,
2011; Lane et al., 2013; Marcus et al.,
2011; Morton, 2012; Riner, 2013; Souers,
2009). For Christian educators, there are
many ways to model service-learning
and IPE for students with or without a
faith tradition.Through these experi-
ences, Christian educators can model the
hallmarks of Christianity and nursing:
For God is not unjust as to
overlook your work and the love
which you have shown for his name,
in serving the saints, as you still do.
Hebrews 6:10, ESV
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