Service-learning in prison settings: A qualitative study of nursing students' experiences

Area of Science:

• Nursing Education
• Community Health
• Experiential Learning

Background:

• Non-traditional learning environments, such as prisons, are increasingly recognized for their value in community care education.
• Prisons present complex challenges, exposing students to vulnerability and social inequities.
• Limited evidence exists on Service-Learning's specific contribution to non-clinical competencies in correctional settings.

Purpose of the Study:

• To explore nursing students' perceptions of a Service-Learning (SL) experience in a Spanish prison.
• To assess the contribution of SL to the development of non-clinical competencies in nursing students.

Main Methods:

• An interpretive descriptive approach was employed.
• Data were collected from 20 nursing students via written reflections and semi-structured interviews.
• Inductive analysis using Krippendorff's content analysis was performed.

Main Results:

• Students experienced personal development through exposure to non-traditional care contexts.
• Service-Learning facilitated the development of key non-clinical competencies, including empathy, cultural competence, social responsibility, teamwork, and reflective capacity.
• Students gained an understanding of the correctional setting's culture, moving from initial insecurity to a more humanized perspective.

Conclusions:

• Service-Learning in prisons effectively fosters non-clinical competencies through reflection and engagement.
• This approach challenges preconceptions about incarcerated individuals and requires pedagogical support for student well-being.
• Service-Learning bridges theory and practice, enhancing nursing education and social responsibility.