Abstract
BACKGROUND: Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods.
AIM: This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring.
METHOD: Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14.
RESULTS: Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination.
CONCLUSION: Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.