Background: Community learning is one approach to promote research competencies and to involve nurses and nursing students in research. This study examines the impact of community learning accord... Show moreBackground: Community learning is one approach to promote research competencies and to involve nurses and nursing students in research. This study examines the impact of community learning accord-ing to participants-both those inside and outside the community-in a joint nursing research project at a hospital. Method: A qualitative design was se-lected using a participatory approach. Data were col-lected through semistructured interviews, reflections, conversations, and patient input during 2 academic years. Results: Thematic analysis showed 11 themes, which were organized into three clusters: realization, transformation, and influencing factors. Participants perceived changes in practice and described how their perspectives have changed on care, education, and research. Reconsiderations led to some new or revised strategies, and influencing factors were asso-ciated with the contemporary context, degree of in-volvement, and design/facilitation. Conclusion: The impact of community learning emerged and extended beyond community boundaries, and the indicated in-fluencing factors must be taken into account. [J Contin Educ Nurs. 2023;54(3):131-144.] Show less
ObjectivesNurses must contribute to the development of professional practice and thereby improve quality of care by using their research abilities. Therefore, learning communities comprised of... Show moreObjectivesNurses must contribute to the development of professional practice and thereby improve quality of care by using their research abilities. Therefore, learning communities comprised of nurses, students and teachers were created in a hospital.MethodsA qualitative descriptive methodology was used. Three learning communities were purposefully selected, and members were asked open-ended questions about their learning and activities in multiple data collection sessions. Data were analyzed by means of an inductive process.ResultsBoth individually and collectively, members learned about research in general, research terminology and methods. They learned about asking questions and critical thinking, and, specifically through collective learning, they learned about the differences between education practices. Activities were carried out primarily to continue personal learning.ConclusionsLearning within the learning communities was mainly research-oriented and therefore potentially suitable for enhancing research ability. Implications are offered to support the formulation of community activities. Show less
