The Learning Experiences of Undergraduate Nursing Students in Community-Engaged Clinical Rotations Serving Underrepresented and Vulnerable Communities
Open Access DepositedThis dissertation explores the learning experiences of nursing students with a concentration on healthcare delivery for underrepresented and medically underserved communities through community-engaged clinical rotations. The research examined whether the competencies gained by way of community-engaged clinical rotations significantly enhanced the learning experiences of undergraduate nursing students by fostering their role as agents of social change. Additionally, the research explored the ever-present challenge of transitioning from colonial and monocultural healthcare models to a more inclusive, patient-centered approach.Utilizing a basic qualitative methodology, the study employs the analysis of pre and post reflection journals from a Community and Public Health Nursing course and transcripts from semi-structured interviews with undergraduate nursing students who have taken such a course in the last two years. The research aimed to uncover how these clinical experiences shape students’ understanding of health disparities, cultural competence, and social determinants of health and how the learning experiences align with the Quality and Safety for Nurses (2022) competencies. The findings reveal that students develop a nuanced understanding of the complexities faced by vulnerable populations and community-health nurses. The findings describe students’ perceptions of care delivery, emphasizing the importance of community context in nursing practice. Additionally, the analysis highlights a role of structured reflection in fostering critical thinking and promoting lifelong learning. This study contributes to the body of knowledge on nursing education, providing insights into community-engagement as a learning strategy for preparing future nurses to address the needs of diverse communities. The implications for curriculum development and community-engaged initiatives are discussed, reinforcing the necessity of integrating social justice principles into nursing education.
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