Two faculty members from Catawba College have co-authored a research article on innovative leadership training for nursing students, published in The Journal of Nursing Education, according to an April 14 announcement. The article, titled “Low Ropes Course Nursing Leadership Session for Baccalaureate Nursing Students,” was written by Valerie Rakes, associate professor and chair of the college’s Nursing Department; Brianna Randall, assistant professor in Clinical Mental Health Counseling; Kaitlin E. Mueller, former assistant professor at Catawba and now at Slippery Rock University; and Allie Thomas of UNC Chapel Hill.
The publication highlights a collaborative approach to preparing future nurses for clinical practice and leadership roles. It examines how baccalaureate nursing students participated in a leadership session using Catawba’s low ropes course—a hands-on learning environment aimed at building skills such as trust, communication, accountability, and adaptability.
The research project focused on experiential learning rather than traditional classroom instruction. Faculty explored how active participation could help students understand and apply essential leadership qualities needed in their professional careers.
“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.”
Support from the Salisbury Community Foundation enabled installation of the low ropes course through grant funding. Continued support has allowed the project to expand so more students can benefit from these experiences.
Randall said: “This publication reflects the strength of collaboration across disciplines and institutions. It also speaks to the value of giving students opportunities to learn in ways that are active, reflective, and deeply engaging.”
The appearance of this work in a leading academic journal underscores both faculty scholarship quality at Catawba College and its commitment to innovation and student success.
