Evaluating Student Learning: Community-Based Nursing Education as Action to Address Inequities

Background: This study evaluated nursing students' learning at a nurse-led, faculty-organized, drop-in health care center that provided basic care to marginalized com-munities. Nursing students have engaged in practicum and coursework at this site for more than 30 years; thus, a review of learning outcomes was needed. Method: Using ground-ed theory as outlined by Strauss and Corbin, data were col-lected and then analyzed for patterns and themes to inform the research purpose. Results: Four main themes were identified from the data analysis regarding what students learned during their practicum at the community health care center. The themes included: connecting on a human scale, using self-reflection, building relationships with mar-ginalized individuals, and developing skills to make needed changes. Conclusion: The findings supported the continu-ation of this educational opportunity to provide learning experiences that addressed health inequities and social determinants of health for nursing students. [J Nurs Educ. 2022;61(9):525-527.]