Objective

To understand the meanings that teachers and students attribute to the community practices developed in a nursing school.

Materials and Method

Qualitative study with a case study perspective. Eighteen interviews and two focus groups were conducted with students and teachers who participated in community nursing practices. The data was analyzed using elements of grounded theory, supported by Atlas.ti software, in full compliance with ethical research standards.

Results

Three categories emerged as a result of the analysis of the information: institutional, community, and home environments as settings for teaching and learning; training strategies in community practices; and finally, community practices as scenarios of confrontation and transformation in teaching and learning.

Conclusions

Community practices as nursing teaching and learning scenarios allow both students and teachers to positively confront their being, their profession, and their social realities. This engagement fosters changes in the way of thinking and acting towards caring for oneself, others and the community.

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