Utilizing learning communities to enhance classroom and clinical synergy across the curriculum

Abstract

There is evidence that nursing students do not perceive themselves to be engaged in learner-centric environments. High-impact educational practices are effective pedagogies that are embraced in nursing education. This paper describes the implementation of one high impact education practice, curriculum-based learning communities, within a cohort of undergraduate nursing students. Student feedback and perceptions of the program were assessed using focus groups and analyzed for themes. Curriculum-based learning communities were regarded positively by student participants. Through program participation, students were able to articulate a professional identity and described being able to connect issues in population and systems-based care to patients across a variety of clinical settings. Outcomes of program participation are discussed with implications for future research.