Featured ArticlesCommunity-Based Nursing Education of Prelicensure Students: SETTINGS AND SUPERVISIONFRANK, BETSY; ADAMS, MARSHA H.; EDELSTEIN, JAN; SPEAKMAN, ELIZABETH; SHELTON, MITCHAuthor Information About the AuthorsBetsy Frank, PhD, RN, is a professor, Indiana State University School of Nursing, Terre Haute. Marsha H. Adams, DSN, RN, is an associate professor and director of undergraduate programs, The University of Alabama Capstone College of Nursing, Tuscaloosa. Jan Edelstein, EdD, RN-CS, is an associate professor of nursing studies, Marian College, Fond du Lac, Wisconsin. Elizabeth Speakman, EdD, RN, is an associate professor, Thomas Jefferson University College of Health Professions, Philadelphia, Pennsylvania. Mitch Shelton, PhD, RN, is an assistant professor, The University of Alabama Capstone College of Nursing. The authors acknowledge the National League for Nursing for its generous support for this study. For more information, contact Dr. Frank atBetsy-Frank@indstate.edu. Nursing Education Perspectives: September-October 2005 - Volume 26 - Issue 5 - p 283-286 Buy Abstract This study of prelicensure nursing programs had a fourfold purpose: 1) describe what community-based settings are being used by faculties in associate degree (AD) and baccalaureate degree (BSN) programs to provide community-based nursing care experiences; 2) explore whether or not the settings used in AD and BSN programs differ; 3) describe how faculties in AD and BSN programs provide for supervision of students in community-based settings; and 4) synthesize from the data what might be best practices for faculty-student supervision in community-based settings. A web-based survey was sent to 827 accredited AD and BSN programs with usable email addresses; 324 programs (39 percent) completed and returned the surveys. Findings indicated that students were placed in a variety of settings, including public health departments, schools (K-12), prisons, and home care. Community-based activities were in the following categories: immunizations, surveillance, data collection, health teaching, case management, treatments, and procedures. Depending on the activity, students performed nursing functions independently 4 percent to 39 percent of the time. Depending on the activity, preceptors were sole supervisors 27 percent to 40 percent of the time. Telephones, cell phones, and pagers were the primary means of faculty-student contact. AD and BSN students in the same settings performed the same activities. The only significant differences were that BSN students were placed in K-12 schools for community-based experiences more often than AD students, and they engaged in case management more often than AD students. Based on these findings, a model for community-based education is proposed. Copyright 2005 by National League for Nursing, Inc.