Using a linked learning activity to foster nursing students' professional growth

Linked learning assignments employ a learner-centered approach that views differences among students as educationally enriching, rather than problematic. This article describes a linked learning activity that systematically incorporated differences between first-year and fourth-year nursing students to enrich learning outcomes related to professional growth and the image of nursing. The process of developing, implementing, and evaluating this professional growth-linked learning activity is described. Thematic analysis of students' and faculty's reflective writing about their experience of the learning activity generated three themes--experiencing collegiality, sharing insider perspectives, and re-envisioning nursing. Suggestions for using linked learning activities to actively engage the diversity present in nursing undergraduate programs are offered. The value of facilitating and providing supportive environments for dialogue among students at various stages of development to promote positive socialization in nursing is discussed.