Advancing the magnet recognition program in masterʹs education through service-learning

Research evidence supports the important benefits of Magnet status, but only 102 US hospitals have achieved this qualitative designation. Faculty can showcase this international effort to enhance nursesʹ work environments and patient outcomes. Service-learning is a philosophy and method which facilitates student learning about the Magnet Recognition Program within the complexities of an actual hospital. This article describes a service-learning project designed to produce authentic written applications for Magnet recognition and implemented by 3 groups of Nursing Administration MSN students partnering with 3 hospitals. Qualitative reflection data are used to describe outcomes from the students, faculty, partnering hospitals, university, and community. Service-learning is a demanding pedagogy, but it expands all stakeholdersʹ perspectives on national quality initiatives and it provides a frame of reference for assessing local hospital-based nursing care. After the service-learning project, the nursing staff at 1 of the project hospitals applied and was granted Magnet status.