This article highlights the innovative experiential learning used by an online RN-to-BSN program through the use of simulation that takes place in an online classroom. Three experiential learning activities using a virtual community are described. These learning activities engage the students in thinking about social justice and health policy, as well as teaching concepts that include community, leadership, influence, advocacy, networking, collaboration, and vulnerable populations. These concepts are critical to the learning needs of diploma and associate degree-prepared nurses who wish to continue their education to be better prepared to meet the complex needs of today's health care environment. J Contin Educ Nurs . 2014;45(1):27–33.

Aim To evaluate the impact of service learning through academic partnerships Background Although there is an abundance of literature regarding service learning as a pedagogical strategy for teaching pre-licensure students, there is a gap in the literature in regarding Associate Degree nurses returning to school to earn a bachelor’s degree. Method A qualitative study which included student assignments and interviews, written feedback and focus groups with staff from community organizations was used to evaluate the Service-Learning Program. Results Five primary themes emerged from the data which included a deeper understanding of vulnerable populations, increased knowledge of challenges in access to care, improved leadership skills, improved awareness of community resources, and impact on nursing practice. Conclusion Community organizations recognized the expertise of the RN to BSN students and benefited from their work and at the same time, students recognized their expertise and leadership in ways they had not done before.

Purpose. This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting.Method. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration.Findings. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based

Purpose This qualitative study using transcript analysis was undertaken to clarify the value of Harasim's Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (a) idea generating; (b) idea organizing; and (c) intellectual convergence. Method The transcripts of asynchronous discussions from a 2‐week module about disaster nursing using a virtual community were analyzed and formed the data for this study. Findings This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. Discussion/Conclusion The phases of the Online Collaborative Learning Theory could be used to evaluate the student's ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated.