RESUMO
Service-learning has long been regarded as a teaching strategy that promotes student learning while simultaneously contributing to the community. This article reports the service-learning experience of undergraduate nursing students who participated in a project with two nongovernmental organizations that enabled students to visit disadvantaged older adults on a regular basis. Fifty-two students were recruited to join the study. A content analysis of their reflective journals regarding their service-learning experience was performed. The texts were compared on the basis of their differences and similarities, sorted into categories, and then abstracted into themes. Four themes were identified: "I have learned a lot," "I have changed over time," "My perception of older people has changed," and "I have learned through experience." The students gained valuable experience from this project during a 2-year period. The main learning outcome was improved communication skills. The experience also promoted students' personal growth and professional development.
