Senior baccalaureate nursing students (n = 102) from a mid-western university participated in a study using a mixed methods design.  The descriptive study employed a five group, non-randomized, pre-post test design to examine factors which promoted cultural competence, civic responsibility, community engagement, and knowledge of public health nursing  Qualitative data gathered through reflective portfolios, open-ended questionnaires and focus groups were analyzed by identifying common themes. 

Analyses indicated there were significant improvements in students’ knowledge and skills after immersion in their diverse community.  Positive changes occurred in attitudes, perceptions with a concomitant decline in self-reported biases.  Additionally, students’ self reported confidence as a culturally competent caregiver increased significantly.  Moreover, qualitative data indicated students reported increased satisfaction from working with culturally diverse and underserved populations; they gained a broader perspective of issues immigrant and refugee populations face; and they also  voiced an increased openness to diversity.  Students articulated the challenges and frustrations as well as the benefits they experienced when working with individuals from culturally diverse backgrounds.

Providing health promotion and education to diverse populations through immersion in a service learning, community engagement project is an effective educational strategy benefiting both diverse community populations and baccalaureate nursing students.