The purpose of this article is to describe the integration of a college bystander intervention service-learning project into an entry-level community clinical course in a prelicensure program and its outcomes. Two years of data from 118 students showed that students helped improve campus safety while growing as professionals and gaining leadership and health promotion skills. Approximately one-third of the students described a specific incident in which they intervened in an ambiguous situation.
Author Affiliations: Clinical Assistant Professor (Dr Decker); Associate Professor (Dr Hensel), School of Nursing; and Assistant Dean for Gender and Women’s Affairs (Dr Fasone), Indiana University, Bloomington.
The authors declare no conflicts of interest.
Correspondence: Dr Decker, School of Nursing, Indiana University, 1033 E Third St, Sycamore Hall 409, Bloomington, IN 47408(firstname.lastname@example.org).
Accepted for publication: October 11, 2015
Published ahead of print: December 2, 2015