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Monday, 18 November 2013
Learning Objective 1: The learner will be able to identify and discuss the benefits of living-learning communities in nursing education
Learning Objective 2: The learner will be able to evaluate and understand that scientific merit may not provide empirical evidence
Coupling the aspects of a nursing shortage, high attrition rates among nursing students, and the need for increased academic support – an immediate response from higher education is warranted. Nursing faculty desire to improve nursing students’ chances of academic success and have instilled a variety of methods in nursing education. One innovative method is the use of living–learning communities. The study undertaken was the first to explore the effects of residing in a multilevel living–learning community on nursing students’ academic outcomes as compared to nursing students who resided in a traditional residence hall. The benchmarks of effective educational practices (academic challenge, active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment) were examined. Nursing and general course outcomes were also examined for differences in grade point average and rate of passing versus failure. Data were collected via the National Survey of Student Engagement. The total sample size for data analysis was N = 41, or a 32% participant response rate. A multivariate analysis of variance and chi-square were conducted to determine if there were differences by place of residence. Although data analyses demonstrated results that were not statistically significant, it is essential to note that statistical significance should not be confused with scientific significance, and this is more true in educational research than in other disciplines. The results of this study might indicate that the two groups of students are more homogenous than heterogeneous, with similar experiences, which makes detecting differences between the two groups a more difficult task. Another consideration is that the effects of the living–learning community are possibly not directly measurable. Continued examination of variables that affect students’ success is vital, and additional methods of measuring the effects of living–learning communities need to be considered.