Learning and engagement with a virtual community by undergraduate nursing students

Virtual communities are an emerging innovative teaching application in nursing education. The purpose of this multisite study was to examine variables associated with student-perceived benefits and utility among undergraduate nursing students using a virtual community. The study involved 350 student participants enrolled in 5 baccalaureate nursing programs using a virtual community. Data were collected using surveys, with a descriptive and comparative approach for data analysis. The relationship between the use of the virtual community and perceived benefits among learners was substantial: r = .416 (318), p = .000. The utility scale scores were higher among white/Asian students compared with minority students (t = .219, df = 330, p = .03), but there was no difference among students reporting frequent program use. Engagement was greater among minority students than white/Asian among students reporting frequent program use (F = 2.40 [4308], p = .05). Frequency of virtual community use in nursing education appears to be linked to positive learner benefits and engagement. Further research related to learning outcomes associated with virtual community use is needed in nursing education and practice.