The training of nurses must transcend theoretical teaching, becoming deeply integrated with social health demands and contemporary practices that reflect the new perspectives of society. This text presents a practical experience in Brazil that illustrates the importance of aligning the training of nursing students with local needs, especially in the care of the elderly, and which can inspire other teachers to provide similar experiences for nursing students in different parts of the world.

Integrating Theory and Practice

It is essential that nurses' training is aligned with social health demands [1,2]. The integration of theories learned in academia with community practice prepares professionals to face the challenges of the field and makes them more sensitive to the specific needs of the populations they serve [3,4]. Studies show that involving students in community-based activities increases their abilities to respond to society's problems and needs, promoting more equitable and accessible care [5,6].

Brazilian Experience

A university extension initiative in a medium-sized municipality in Brazil exemplifies how nursing training can be improved by meeting local demands. Students and teachers in a university extension course identified that Community Health Workers (CHWs) are the professionals who interact most frequently with the elderly [7,8]. A questionnaire revealed that these agents face significant challenges in managing chronic diseases such as Alzheimer's, diabetes, and hypertension [9].

The Importance of Chronic Diseases

Chronic diseases such as Alzheimer's, diabetes, and hypertension are of great relevance to today's society and especially to the elderly population [10,11]. Alzheimer's is a neurodegenerative disease that severely compromises the quality of life of the elderly and imposes a huge emotional and financial burden on families [12]. Diabetes is a metabolic disease which, if not properly controlled, can lead to severe complications such as cardiovascular disease, amputations, and blindness [13,14]. Hypertension, known as the “silent killer,”, is one of the main causes of cardiovascular disease, strokes, and kidney failure [15,16].

Understanding and knowing how to manage these diseases is essential for nurses' training and practice [17,18,19]. Gerontological nursing requires in-depth knowledge of the peculiarities of ageing and the comorbidities associated with it [20,21]. Continuous training on these conditions enables nurses to provide quality care, promoting prevention and help in the effective management of these diseases [22,23].

Training Minicourse

In response to the needs identified, a mini course was developed to train CHWs, with theoretical and practical activities focused on Alzheimer's, diabetes, and hypertension. Nursing students, organized into groups, prepared and delivered these activities, providing a solid theoretical basis and incorporating scientific innovations and up-to-date care practices. The interaction between the students and the CHWs during the mini course was fundamental, promoting a rich and productive exchange of knowledge. The CHWs were able to share their daily experiences and challenges faced in caring for the elderly, while the students brought new perspectives and techniques based on recent research. This collaboration allowed both groups to enrich their skills, strengthening CHWs' ability to provide quality care and providing students with valuable practical experience and direct engagement with the community.

Impact on Student Education and the Community

The nursing students showed a high level of involvement and enthusiasm, conducting detailed research and preparing rigorously for the mini-course. This practical experience was crucial for the development of essential skills in their future professional practice, including the ability to apply theoretical knowledge in real contexts and competence in communication and teamwork. For their part, the CHWs expressed great satisfaction with the knowledge acquired, emphasizing the importance of continuing training to improve care for the elderly. This enriching interaction highlighted how collaborative education can meet the needs of both professionals in training and those working on the front line of community health, promoting more effective and humanized care [24,25,26].

The continuing education of health professionals is especially relevant in a global context of rapid population aging. Societies around the world are facing a significant increase in the proportion of elderly people, which brings new demands and challenges in caring for this population [27,28,29]. It is essential that the professionals who deal directly with these new challenges receive ongoing training to keep up to date with best practices and scientific innovations. Regular training for CHWs, for example, ensures that they are well prepared to manage chronic conditions prevalent among the elderly, such as Alzheimer's, diabetes, and hypertension, thus improving the quality of care and the overall health of the community (Institute of Medicine, 2012; Schenker & Costa, 2019).

This type of training not only benefits the professionals and patients directly involved but also strengthens health systems, promoting equity in access and the effectiveness of health services in a scenario of growing demographic demands (WHOMPSCG, 2009; WHO, 2004). Continuing education and community-based practice are therefore essential strategies for responding to the challenges of an aging global population, ensuring that health professionals are well equipped to offer compassionate, high-quality care.

Conclusion

The experience described here shows how the training of nurses can be enriched through direct interaction with social demands. The publication of this experience in a prestigious journal will contribute significantly to the promotion of innovative practices in nurse training by encouraging other teachers to develop activities that bring future professionals closer to the realities and needs of their communities.

Sincerely,

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