Nursing students’ experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study

 


Title: Bridging Generations: Nursing Students' Experiences in a Service-Learning Program with Older Adults in Poverty

Introduction

In high-income countries, where healthcare advancements continue to extend life expectancy, an often-overlooked issue is elderly poverty. Many older adults face financial hardship, social isolation, and limited access to healthcare services. Addressing these challenges requires a community-based approach, and service-learning programs provide a unique opportunity for nursing students to engage with this vulnerable population. This blog explores the experiences of nursing students who participated in a service-learning program designed to support older adults living in poverty, drawing insights from a phenomenological study that captures their transformative journey.

Understanding Service-Learning in Nursing

Service-learning integrates academic learning with meaningful community engagement. For nursing students, such programs bridge the gap between theoretical knowledge and real-world practice. By working with older adults in poverty, students not only refine their clinical skills but also develop empathy, cultural competence, and a deeper understanding of social determinants of health.

Nursing Students’ Transformative Experiences

1. Developing Empathy and Compassion

Engaging with older adults living in poverty exposed nursing students to the daily struggles of an underserved population. Many students entered the program with preconceived notions about aging, poverty, and health disparities. However, through meaningful interactions, they discovered the emotional and physical toll of financial insecurity on elderly individuals.

"Listening to their life stories and seeing their resilience changed my perspective. I realized that aging with dignity is not just about medical care but also about emotional and social well-being." — Nursing Student

2. Bridging Theory and Practice

A service-learning program provided students with hands-on experience in patient care, geriatric assessments, and health promotion. Unlike traditional clinical settings, students faced unique challenges such as medication non-adherence due to financial constraints, poor nutrition, and untreated chronic illnesses.

"We learned how to adapt our nursing care to address both medical and social needs. It wasn't just about prescribing treatments but also finding community resources to support these individuals." — Nursing Student

3. Enhancing Communication and Interpersonal Skills

Many elderly individuals in poverty experience social isolation, making human connection a vital part of their well-being. Nursing students became more adept at active listening, non-verbal communication, and offering emotional support.

"Some of our patients just wanted someone to talk to. That human connection was as important as any medication or treatment plan." — Nursing Student

4. Recognizing Systemic Barriers in Healthcare

Through their experiences, students gained firsthand knowledge of the systemic barriers that prevent older adults from receiving adequate healthcare. These included financial constraints, lack of transportation, and limited health literacy.

"I never realized how complex healthcare navigation is for those without resources. We take for granted how easy it is to access care when we have the means." — Nursing Student

5. Personal and Professional Growth

By the end of the program, many students reported a significant shift in their personal and professional outlook. Some expressed a newfound interest in geriatric nursing, while others committed to advocating for health equity and policy changes.

"This experience solidified my passion for nursing. I want to be more than just a caregiver—I want to be a change-maker in healthcare." — Nursing Student

Implications for Nursing Education

Phenomenological studies on service-learning highlight the importance of experiential learning in nursing education. By immersing students in real-life challenges, these programs cultivate compassionate, well-rounded healthcare professionals. Institutions should integrate service-learning into nursing curricula to ensure that future nurses are not only clinically competent but also socially conscious.

Conclusion

Service-learning programs with older adults living in poverty offer nursing students an invaluable opportunity to develop empathy, practical skills, and advocacy awareness. Their experiences reshape how they approach patient care, emphasizing the importance of holistic, person-centered healthcare. As more educational institutions adopt service-learning models, the future of nursing will be driven by compassionate professionals dedicated to making healthcare accessible for all.

International Phenomenological Research Awards
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