| Living–learning communities have been shown to foster academic success. Nursing students have high attrition rates. Faculty want to help increase students' chances of success. Therefore, a study was designed to see if differences in academic outcomes could be measured between two groups of nursing students. The study undertaken was the first to explore the effect of residing in a multilevel living–learning community on nursing students' compared to a group residing 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 the results 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. |
