This spring break became a life-changing experience for three juniors in our Traditional BSN (TBSN) program, Liza Grace, Anna Miller, and Hope Patterson. Instead of a typical week off, these students traveled to Belize to grow professionally, serve others, and step into a vastly different health care environment.
In Belize, access to care looks very different from what we see in the United States. The country has approximately 700 hospital beds nationwide, and many individuals delay or go without treatment due to cost, long travel distances, or the inability to miss work. Despite these challenges, community health needs remain constant, creating an environment where flexibility, initiative, and strong clinical communication are essential.
Motivated by these realities, the students fully immersed themselves in the experience. The day before the clinics were held, teams visited homes throughout the community to promote the services that would be offered. These early interactions helped build trust, ease anxiety for both patients and students, and provided valuable insight into the concerns they might encounter once the clinic began.
Patterson, who had dreamed of participating in the trip since being accepted to the university, reflected, “I really love the way it was set up. You would go to the community, then see the community members, and that’s how you kind of serve them.” She particularly enjoyed the opportunity to truly talk with people and learn not just about their symptoms but about their stories.
This level of cultural immersion allowed students to better understand patients’ daily lives. For example, Grace encountered patients who worked in the fields each day. By combining these insights with her clinical knowledge, she was able to recognize signs of arthritis based on both symptoms and occupational demands and confidently share her findings.
Students also learned how physical environment and culture impact health. Many people in Belize contract parasitic infections from unsafe drinking water in their physical environment. As a result, some may attempt to cure this infection through cultural healing practices passed down through their family.
Language also played a critical role in patient care. Beyond learning a few basic Spanish words and phrases, students also became familiar with local expressions. Essential for accurate assessment and effective communication, Miller quickly noted that patients described high blood sugar as “dirty blood” and chest pain as their “heart not pumping.”
These discoveries remained present throughout the clinics. Held in local schools and community centers with only basic supplies, students saw a different side of health care.
“It’s so limited. They don’t have as many resources as we do,” Miller shared. Students had to rely primarily on what they could fit into their bags. Grace reports using a stethoscope to listen to breathing and heartbeats, an otoscope to look inside the ear, gloves, and a thermometer.
Despite these challenges, physicians created a welcoming and educational space. Eager and willing to teach, doctors encouraged critical thinking, having students explain their assessments and diagnosis while providing knowledgeable and supportive feedback. This approach strengthened students’ clinical judgment and confidence. Through this increase in confidence, Grace learned, “You don’t need to assume it’s something more complex—you don’t need to overthink it.”
Ultimately, this invaluable experience taught students that compassionate and effective care does not depend on advanced technology. Instead, it begins with listening, understanding, and meeting patients where they are.
“It’s not all about tests and diagnostics,” Miller explained. “You can learn and grow just by listening to a patient and truly hearing what they have to say.”
Contacts:
Kara Clark Cardwell ([email protected], 865-974-9498)
Lauren Bryant ([email protected], 865-974-8250)
