<![CDATA[Background: Caring for older persons has become a vital aspect of community life in an aging society. In this regard, nursing schools are challenged to prepare nursing students for this task. While caring for older persons in the nursing practicum course has been described in the literature, studies describing the experiences of nursing students in caring for older persons in a community or home, particularly in Thailand, are lacking. Understanding the experiences of nursing students is crucial for providing effective teaching and learning methods. Objective: To describe nursing students’ experiences of caring for older persons in a community setting, illuminating these experiences through aesthetic expressions. Methods: Hermeneutic phenomenology underpinning Gadamer’s philosophy was used. The study employed purposive sampling, with participants recruited through a class leader, and included eleven third-year undergraduate nursing students. Those students enrolled in the Geriatric Nursing Practicum course and practiced caring for older people in a community setting during their second year of the nursing program. Data were collected through drawings and individual semi-structured interviews. Data were collected from November 2023 to January 2024. Drawings and interviews were analyzed using Kongsuwan’s interpretive method within a hermeneutic framework. Lincoln and Guba’s criteria were followed to maintain the trustworthiness of the study. Findings: Six thematic categories were identified: 1) building intergenerational relationships as grandchildren–grandparents; 2) understanding the nature and individuality of the older person; 3) collaborating in care rooted in love and happiness; 4) navigating the complexities of caregiving; 5) enhancing motivation and attitudes toward care for older persons; and 6) mutual learning and enrichment. Conclusion: Findings demonstrated that caring for older persons experienced by nursing students is not only a course requirement, but a meaningful experience that promotes relationships, value-based learning, and emotional growth. For nursing education, findings highlight the importance of learning experiences and provide opportunities for students to develop relationships with older persons in a holistic, human-centered care. Aesthetic teaching strategies, including storytelling and drawing, may further support learning outcomes and foster empathy, dignity, and relational understanding. In community nursing practice, findings may inform deeper understanding of caring for older persons in the community, which suggests directions for continued research.]]>
