Gains and development of undergraduate nursing students during a 2-year community service program

Abstract

Service–learning has long been regarded as a teaching strategy that promotes student learning while simultaneously contributing to the community. This article reports the service–learning experience of undergraduate nursing students who participated in a project with two nongovernmental organizations that enabled students to visit disadvantaged older adults on a regular basis. Fifty-two students were recruited to join the study. A content analysis of their reflective journals regarding their service–learning experience was performed. The texts were compared on the basis of their diff erences and similarities, sorted into categories, and then abstracted into themes. Four themes were identified: “I have learned a lot,” “I have changed over time,” “My perception of older people has changed,” and “I have learned through experience.” The students gained valuable experience from this project during a 2-year period. The main learning outcome was improved communication skills. The experience also promoted students’ personal growth and professional development.