Use of a Group Art Project as Experiential Learning to Promote Student Connection and Retention in an RN to BSN Course

Abstract

Enrollment declines in associate degree registered nurse to bachelor’s degree in science of nursing (RN to BSN) programs and persistent challenges with online student retention have highlighted the need for learning experiences that strengthen connection, reflection, and commitment to academic progression. Prior literature identifies community building as an important contributor to persistence in hybrid and online RN to BSN pathways, yet practical strategies that promote engagement remain limited. The purpose of this study was to evaluate how a group art project influenced student perceptions of community formation and their commitment to completing an RN to BSN program delivered in a hybrid format using an experiential learning approach. The project was incorporated into the first course of the RN to BSN program and students provided reflections guided by the study’s research questions. Students consistently reported a greater sense of connection to peers along with increased motivation to continue in the program. These findings suggest that experiential learning through a simple collaborative art activity can serve as a meaningful approach to promoting reflection, social connection, and retention. Programs may consider integrating similar creative, relationship-centered experiential learning activities to support students and address concerns regarding RN to BSN persistence.