Undergraduate Nursing Students' Experience of Service-Learning: A Phenomenological Study

Background: Service-learning programs are becoming more evident in baccalaureate nursing curriculums. Anecdotal evidence describing student perceptions has been written; however, research has not been conducted regarding the in-depth student experience of service-learning with vulnerable populations in inner cities. Method: This study was conducted using Colaizzi's descriptive phenomenological method of inquiry. Through purposeful sampling, 10 students were interviewed who have participated in service-learning throughout their sophomore, junior, and senior years of nursing education. Results: Five themes were identified-Shattering Stereotypes, Overwhelmed With Their Need, Transitioning to Community Caregiver, Advocating, and Reciprocal Benefits-and a fundamental structure emerged. Conclusion: Listening to the voices of students participating in service-learning enables educators to gain an in-depth perspective of their experience and, ultimately, to maximize the service-learning program and improve care delivered to this vulnerable inner city population.