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Knowing self and caring through service learning.

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    Service learning challenges nursing students' self-perceptions, fostering deeper understanding of self and caring. This educational approach helps students develop professional nursing identity and compassionate care over two years.

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    Area of Science:

    • Nursing Education
    • Qualitative Research
    • Professional Development

    Background:

    • Professional caring is central to nursing practice.
    • Reflection on personal beliefs is crucial for challenging stereotypes in nursing care.
    • Service learning offers a unique pedagogical approach for nursing students.

    Purpose of the Study:

    • To explore nursing students' perceptions of self and caring within a service learning context.
    • To examine changes in students' self-perceptions over time.
    • To understand the development of the connection between self and others in nursing students.

    Main Methods:

    • Qualitative descriptive study design.
    • Involved undergraduate first and second-year nursing students.
    • Data collected through interviews and reflective journaling.

    Main Results:

    • Three primary themes emerged: understanding self, the process of becoming a nurse, and developing deeper caring abilities.
    • Students demonstrated evolving self-awareness and professional identity.
    • A progressive deepening of caring capacity was observed over the two-year period.

    Conclusions:

    • Service learning effectively challenges nursing students' assumptions and beliefs.
    • The pedagogy facilitates the development of professional identity and enhanced caring.
    • Implications for nursing curriculum design and future research directions are highlighted.