The Academic, Personal and Professional Learning (APPL) model of support for student nurses was developed and implemented as a pilot project in the Faculty of Health and Social Care Sciences of a university in response to a number of internal and external drivers. The common theme across these drivers was the enhancement of the social, academic and professional integration of students into the university and the nursing profession. This article describes the APPL model and presents the findings of an evaluative research study of the pilot that was undertaken during 2006-2007. This is a unique study for two reasons. First, the evaluative study employed a rarely used research approach in education--Appreciative Inquiry (Ai); and second, the APPL project set out to promote academic and social integration in first-year students by bringing together academic, professional and personal support, and peer learning. The intention was to explore the research question: What is the impact of the APPL groups on students and their learning? The findings of the research are presented and discussed, conclusions drawn and recommendations made. The research design was that of a descriptive case study. Multi-modal data-collection methods were employed and qualitative and quantitative data were collected and analysed from students (n=73). Methods included a questionnaire and a focus group. Quantitative data were analysed using SPSS; qualitative data were analysed using an adaptation of the Framework Method. The APPL group meetings are perceived by students to have a positive impact on their social, academic and professional integration into university. A number of recommendations are made to enhance and embed the APPL model in the wider model of student support. (Contains 5 figures and 6 tables.)