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Methods: Following IRB approval a rolling recruitment began in 2008 and ended in 2010 to enroll 9 cohorts of students entering the baccalaureate nursing program. Along with completing a structured survey, students were given semi-structured question prompts. Traditional pre-licensure students were queried at entry, midpoint, and the end of their program while post-baccalaureate students were queried at entry and exit. Deductive content analysis was used reveal thematic findings.
Results: Most all students who responded to the mixed-methods study (70% response, n=170) provided narrative responses. Students were mostly female, median age of 22 years and reported English as their primary language. Early in the program student’s “eyes were opened” to other world views and evidence of disparities through interaction with people they served in community agencies. Students initial contribution to their community was to create a respectful, non-judgmental, and trusting environment for health promotion. At mid-point students commented on the challenges of community engagement, such as: disrespectful staff, unruly children, language barriers, and poor access to care. They described the confidence they gained when working with families, stressed the need to set aside family stereotypes and promoted family involvement in health care. At exit, students shared specific examples of contribution to their community and appreciated what it takes to make a difference (time, presence, laying foundations). Students identified the knowledge and skills they learned for future nursing practice, expressed increased self-efficacy, and discussed the importance of partnerships.
Conclusion: Themes from the student narratives indicated growth across the curriculum in the knowledge, partnering skills and self-efficacy needed to promote health with diverse populations in the “real world.”