Abstract

The topics of collaborative learning and community of learners have been discussed in educational literature for more than four decades. The literature highlights group work as a purposeful and relevant approach to facilitate learning and teaching. The premise of this study was that communities of learners could be fostered by learning environments that offer the opportunity and stimulus for students to form such a community. While several studies have examined the importance of the academic environment in promoting positive outcomes among nursing students, only a few studies have explored strategies by which a nurturing learning environment can be created. This qualitative action research aimed at exploring the role of socialization in the academic success of first-year nursing students. A purposive sample of N = 57 junior student nurses (n = 39 female and n = 18 male) was selected for this study. Participants ranged in age from 21 to 44 years. Three critical themes emerged out of the data by inductive analysis: 1) “me care, the care,” 2) collaboration is caring, and 3) caring for their kind. The findings here support those from similar studies, which indicated that participation in an informal peer experience was only partially effective in promoting students’ academic and social well-being as well as professional socialization.