In an effort to expand community health clinical experiences, students and faculty were immersed in a diverse community setting for an academic year with the goals of improving the health of an aggregate population. Students were engaged in critical reflection on issues which included:  community assessment, partnering with clients in the development of interventions, translation of evidence-based theory into clinical practice, and development of strategies to promote health and prevent disease within an elderly community.

 The study is a mixed-method design. Descriptive data were obtained from pre-post testing of knowledge and attitudes of students regarding community based health promotion activities and issues facing the elderly. Qualitative data from reflective journaling and open-ended questionnaires were analyzed for common themes.  Although data collection is ongoing, initial analysis reveals gains in knowledge and skills, with changes in attitudes reflecting more positivity and less bias regarding working with the elderly.  

 Students benefited from the process of engaging the elderly in the development of health promotion programs.  Benefits to the elderly participants of health promotion programs warrant further exploration.