The article, “Low Ropes Course Nursing Leadership Session for Baccalaureate Nursing Students,” was co-authored by Valerie Rakes, DNP, associate professor and chair of Catawba College’s Nursing Department; Brianna Randall, assistant professor in Clinical Mental Health Counseling and fieldwork coordinator; Kaitlin E. Mueller, PhD, former assistant professor and program director of recreational therapy at Catawba College and now assistant professor of recreational therapy at Slippery Rock University; and Allie Thomas, assistant professor at UNC Chapel Hill.
The publication reflects a collaborative, interdisciplinary approach to preparing future nurses for success in clinical practice and leadership. The article examines how nursing students engaged in a leadership training session using Catawba’s low ropes course, an experiential learning environment designed to help students build skills such as trust, communication, accountability, and adaptability.
Rather than focusing solely on classroom instruction, the project explored how hands-on experiences can help students better understand and practice essential leadership skills they will carry into their professional roles.
“This publication highlights the kind of creative, student-centered learning experiences that define Catawba’s approach to education,” said Rakes. “Leadership is a critical part of nursing practice, and we are proud to contribute to research that helps prepare students to lead with confidence, professionalism, and care.”
The low ropes course that supported this work was made possible through the generosity of the Salisbury Community Foundation, whose grant funding helped install the course and whose continued support through a second grant has allowed the project to grow and continue benefiting students.
Catawba’s faculty have worked together to create meaningful learning experiences that connect theory with practice and encourage students to develop the personal and professional skills needed in today’s health care environment.
“This publication reflects the strength of collaboration across disciplines and institutions,” said Randall. “It also speaks to the value of giving students opportunities to learn in ways that are active, reflective, and deeply engaging.”
The article’s publication in a leading journal in the field underscores the quality of faculty scholarship at Catawba College and the College’s commitment to academic excellence, innovation, and student success.
Through opportunities like this, Catawba continues to equip students to see their possibilities, develop their purpose, and lead in ways that make a meaningful difference in their professions and communities.
For more information about Catawba College, visit catawba.edu.
