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Objective: To ascertain student nurses' degree of knowledge, attitudes, and perceptions regarding the implementation of community activities (CA) in primary care. Design: Questionnaire‐based cross‐sectional study. Sample: The study was conducted with 152 students seeking a nursing degree at the University of Santiago de Compostela (North Spain) in the 2022/2023 academic year. Measurements: We distributed a self‐administered online questionnaire on CA, which are actions undertaken in collaboration with the local community and targeted at groups of people with common needs, in order to improve the health and wellbeing of the population. Results: Only 15.1% of the sample was able to identify CA correctly. However, 93.4% considered these an effective approach for the control of chronic diseases. Special mention should be made of the positive attitude shown by students toward the implementation of these types of activities. Conclusion: Nurses play a key role in preventing chronic diseases, and it is therefore necessary to ensure that they are trained in the implementation of CA aimed at reducing the incidence of such diseases. Future training plans for nurses should emphasize the community perspective in order to improve the skills of future professionals in this field and to increase the success of these interventions. [ABSTRACT FROM AUTHOR]

Amidst a critical shortage of registered nurses, nursing schools are aiming to expand enrollment while working with ongoing resource constraints. Service‐learning clinical activities can enhance nursing education by improving clinical quality, addressing faculty and clinical site shortages, and meeting increasing enrollment demands. This paper describes a health fair experience that served as a service‐learning clinical experience within an undergraduate public health nursing course. The experience bridged theoretical knowledge with real‐world application, fostering competency‐based learning and addressing community health needs, resulting in a positive impact on students, faculty, and the community. [ABSTRACT FROM AUTHOR]

Objective: To assess nursing students' experiences of using photovoice as a pedagogical approach to active learning in the community. Methods: A descriptive design with a cross‐sectional mixed‐method questionnaire was used with 108 students following an educational activity, in which their communities were photographed and the impact of the pandemic on vulnerable populations was reflected. Descriptive statistics and thematic analysis were used to analyze the data. Results: Seventy eight percent of the students felt that photovoice was an interesting and useful tool for nurses, 89% affirmed it helped stimulate reflection on social and health inequities in times of pandemic, 82% described that it developed many emotions and feelings and 86% would like to disseminate their photographs directly to stakeholders, citizens, and politicians. Three themes were identified in the data: "stimulate critical reflection", "develop emotional skills", and "encourage action". Conclusions: Photovoice is a successful active learning pedagogical approach that engages nursing students to develop critical awareness while connecting with their communities, with the real world. It fosters students' sensitivity and motivation and encourages them to take action. Teachers need to introduce new scaffolds for active learning, such as photovoice, to provide innovative academic support that nurtures and develops the next generation of nurses appropriately. [ABSTRACT FROM AUTHOR]

Objectives: (1) Ascertain the use of the Quad Council Competencies for Community/Public Health Nursing (QCC‐C/PHN) Competencies by community/public health nurses (C/PHNs) during the COVID‐19 pandemic; (2) Inform from a systems‐level the need to sustain the C/PHN workforce; (3) Assess the C/PHN infrastructure for response capacity. Design: Cross‐sectional. Statewide email distribution lists were used for dissemination. Sample: Convenience sample (n = 169) obtained using emailed Qualtrics link with the eligibility criteria of self‐identification as a C/PHN who works in the state of Missouri. Measurements: Demographic questions included employment sector, nursing education level, years of nursing, and C/PHN experience. Two Likert‐type questions and one optional open‐text question were created for the eight domains. Results: One hundred sixty‐nine participants' data were analyzed. One hundred fifty‐four were employed in a local public health agency. Total 63.2% held a bachelor's degree in nursing or higher. The average number of years of nurse experience was 20.84, and C/PHN experience was 9.84. The domain of Communication Skills scored highest and Cultural Competency was the lowest. Three themes emerged from the open‐ended questions including vulnerabilities of the public health system. Conclusion: Understanding the experiences of C/PHNs in Missouri related to the utilization of QCC‐C/PHN competencies informs efforts to strengthen public health infrastructure and target resources to equip Missouri's C/PHNs. [ABSTRACT FROM AUTHOR]

To guide the development of entry‐level nursing education, the American Association of Colleges of Nursing (AACN) published the Essentials document in 2021 with a broadened scope of competencies. Community, population, and public health (CPPH) nurse educators use a number of foundational documents to crosswalk for gaps in the AACN principles, highlighting the need of including these contemporary documents within the baccalaureate CPPH nursing curriculum. In this crosswalk, the authors highlight important capabilities and knowledge exclusive to these fundamental documents and tools, as well as the relevance of these competencies and knowledge to CPPH baccalaureate nursing education. [ABSTRACT FROM AUTHOR]

Baccalaureate nursing education is moving to adopt the new American Association of Colleges of Nursing Essentials for Professional Nursing Education. As identified in two of the six domains of the essentials, graduates need to be prepared to address population health and utilize informatics and healthcare technologies. Community/public health nursing also has eight domains for generalist nurses linked to population health which will help prepare a skilled nursing workforce for the 21st century. The Institute for Healthcare Improvement's Triple Aim which evolved into the Quadruple Aim is focused on improving health outcomes within healthcare delivery. Through a literature review, a need for a Quadruple Aim model for nursing education was identified. Mirroring the Institute for Healthcare Improvement's Triple Aim for healthcare delivery, a Quadruple Aim for Nursing Education Model was developed. The model dimensions include (1) Population‐focused Care, (2) Maximize Student Learning Experience, (3) Cost‐effective Pedagogy, and (4) Nurse Educator Well‐being. The Quadruple Aim for Nursing Education Model supports nursing education to prepare future nurses effectively and efficiently bridging population health concepts and issues with nursing informatics. Nurse educators are encouraged to utilize the model to transform nursing education. [ABSTRACT FROM AUTHOR]

We describe the development of an innovative baccalaureate nursing education strategy for public health nursing. Virtual simulation pedagogy is known to be effective for acute care nursing practice while less known for public health nursing. Three Canadian nursing schools, the Canadian Association of Schools of Nursing (CASN), and the Canadian Alliance of Nurse Educators using Simulation (CAN‐Sim) partnered to develop three public health nursing virtual simulation games. Learners work through unfolding population health scenarios, simulating public health nursing practice focused on entry level public health nursing competencies. Each game fosters clinical reasoning and collaborative, community decision‐making to respond to population health issues during community assessment, evidence‐informed health promotion planning, and evaluation processes. A companion guide was developed to support best practices in implementing virtual simulation and promote optimum student learning using the public health nursing games. [ABSTRACT FROM AUTHOR]

Background: The innovative Population Health Internship (PHI) addresses the evolving need for baccalaureate‐prepared nurses to achieve population health competency. A comprehensive evaluation of the inaugural year of the PHI was conducted using the Centers for Disease Control and Prevention (CDC) Framework for Program Evaluation in Public Health and the Context, Input, Process, Product (CIPP) curricular evaluation model. Students and community agency partners—both key stakeholders—contributed to the evaluation. Methods and results: Quantitative data were used to address functional and outcome areas of the PHI for purposes of PHI logistics, student learning gains, and program impact and sustainability. Qualitative data were used to provide insights into challenges in instituting curricular change, complexity in student–agency communications, importance of student preparedness/attitude, issues of role confusion, misperceptions about the population health nursing role, student learning, and impacts on partner agencies and their populations. Implications: Educational implications include the importance of assessing both learning gains and student buy‐in, the need for a long‐term evaluation approach to accommodate for challenges related to radical curriculum change, and the importance of strong stakeholder support to facilitate mutually beneficial relationships and a positive learning experience. [ABSTRACT FROM AUTHOR]

Student engagement with the community is a cornerstone of undergraduate nursing education in Canada. Working with community from perspectives of social justice, health equity, advocacy, and political action are essential for workforce readiness. We suggest that the erosion of public health theory and clinical courses in baccalaureate nursing programs undermines the potential capability of nurses to address the intersectionality of the social determinants of health. The impact of the COVID‐19 pandemic on populations further demonstrates inequities, particularly among marginalized populations. Public health nursing education supports students' understanding about the health impacts of social injustice, how systemic racism is embedded in colonial and Eurocentric structures, and practices of superiority and privileges.We, as a national group of public health nursing educators, set out to investigate how existing guidelines and competencies support public health in undergraduate education across Canada. Results from a national questionnaire of educators, and of PHN leaders on new graduate practice readiness are presented. Questionnaire responses confirm an erosion of PHN theory and practice in baccalaureate nursing education (BNE) curricula. The results of the questionnaires combined with evidence of PHN since the global pandemic provide educators and practitioners more insight to inform future directions to respond to workforce readiness. [ABSTRACT FROM AUTHOR]

Public health nurses (PHNs) use principles of epidemiology in their work with communities; however, teaching these concepts at the baccalaureate level can be challenging. To reinforce the epidemiologic concepts taught in the classroom, two nursing faculty in our baccalaureate nursing program developed a population health project that allows students to explore concepts of epidemiology within the context of a population health concern. This article describes how the project provides students with a realistic opportunity to research the health issue. As a part of the project, students collect and analyze data about the health concern at the county, state, and national level. The project also requires students to identify local agencies who provide services for people who are impacted by the health issue and describe their role and function within the community. Furthermore, students discuss the roles and responsibilities of nurses in managing the population health concern under investigation. In doing so, students recognize how epidemiology informs population level nursing care. If nursing students understand epidemiological concepts, they will be better prepared to educate the communities they serve after graduation when a population health crisis, such as the recent COVID‐19 pandemic, occurs. [ABSTRACT FROM AUTHOR]

Baccalaureate nursing graduates (BSNs) in the 21st century need to be prepared to manage the population health needs of diverse populations across the lifespan and take actions to improve health equity. A need for a Holistic Health Determinants Model that included the Social Determinants of Health was identified. A model incorporating the Healthy People 2020 Health Determinants Model and the Healthy People 2030 Social Determinants of Health Model was developed. Two theoretical approaches provided a foundation for the model. Social ecological theory stresses the lived experience in an ever-changing environment from the micro to the macro biological, behavioral, social and physical environmental levels. Public health intersectionality added the construct of constant interactions among the health determinants that resulted in different levels of health status among individuals and groups. This Holistic Health Determinants Model is a tool to use in teaching nursing students how to address the needs of individuals/families, diverse populations, and communities. It also facilitates integration of the new AACN Population Health Competencies across the curriculum. The model facilitates the preparation of BSN graduates to address the factors that shape health status and to take actions to improve health equity. [ABSTRACT FROM AUTHOR]

Since the Libyan Revolution in 2011, the country's nursing workforce has been struggling. Libyan nursing schools have focused on rebuilding the country's supply of nurses after many emigrated. Wanting to infuse the workforce with more baccalaureate‐prepared nurses, Libyan nursing faculty invited nursing and public health representatives from a US‐based academic medical institution and a non‐governmental medical organization to collaborate with local stakeholders in a country‐wide assessment. The purpose of this article is to outline the national programs' strengths and weaknesses and make recommendations for developing a strategy to elevate nursing education to meet international standards. This can serve as a launching point to strengthen Libya's health services provision capacity, particularly during this time of transition when opportunities may become available to move in new directions. The approach and findings may have wider application to other countries who are similarly experiencing civil and political turmoil. [ABSTRACT FROM AUTHOR]

Background: Community academic partnerships (CAPs) connect students to interprofessional collaborations and expand clinical experiences beyond traditional settings. Serious and persistent mental health problems represent an important action area within population health. Mental health disorders across the lifespan are often co‐morbid with substance use, poverty, and community violence. Aims: This article describes CAPs in a community course where students impact vulnerable populations while learning new roles and responsibilities. The process explains student engagement with the community, and using best practices for care of community, population health concerns, and mental health and well‐being. Methods: We initiate and maintain collaborative relationships that guide culturally sensitive responses to health and illness. Four well‐established CAPs' exemplars describe the interventions and outcomes. Results: Students successfully integrated a variety of health promotion and mental health interventions within the CAPS clinical environments. The Socio‐Ecological framework is used to articulate student outcomes. Conclusion: The CAPs are a dynamic system requiring ongoing maintenance and response to evolving epidemiological issues, such as increased incidence of alterations in mental health. The educational innovation provides an opportunity for students to understand aspects of holistic health in a community environment as they intervene at individual, relationship, community, and societal levels. [ABSTRACT FROM AUTHOR]

Teaching nursing students about epidemiology is often a daunting task, with many lacking the knowledge and application of and interest in epidemiological elements. Baccalaureate science nursing (BSN) essentials state that BSN nursing students need educational applications for health promotion and disease prevention for effective population‐based communities. The COVID‐19 pandemic data have allowed for real‐time analysis and synthesis of live application of data which meets the specific requirements on current and future epidemiological problems. Nursing students can monitor weekly trends through disease surveillance and application to the surrounding community, providing for effective critical thinking and clinical judgment. Comparing weekly changes in data assists in developing interest on applying this information for practice. Discussion about background evidence, valid national, regional, and local websites, specific implementation steps, and overall student reflection feedback will be discussed. [ABSTRACT FROM AUTHOR]

Aim: The research purpose was to determine whether exposure to residential diabetes camps affects attitudes toward diabetes care and management in nursing students. Background: Summer camp for children with type 1 diabetes mellitus (T1D) provides a unique and engaging clinical environment for nursing students to learn about evolving diabetes care and to help children develop diabetes management skills. Methods: This prospective, pretest/posttest study assessed student nurses' attitudes about diabetes, who attended one of four residential summer camps in the United States, using the Diabetes Attitude Survey 3 (DAS3). The survey was administered before and after clinical experience designed to fulfill experiential curricula requirements from various nursing programs. Results: After attending diabetes camp, nursing students (N = 73) had a positive change in their attitudes regarding the need for special training and the psychosocial impact of diabetes. Discussion: The diabetes camp clinical experience impacted nursing students' attitudes. Diabetes camps are a unique clinical setting that uses learned clinical knowledge and judgment to promote health and prevent disease and disability, supporting the integration of primary care and public health nursing. [ABSTRACT FROM AUTHOR]

Objectives: (a) To examine associations between public health nurse (PHN) workforce factors (PHNs' highest education and PHNs' mean years of employment) and health‐risk behaviors (smoking and physical inactivity rates), and (b) to investigate the associations between PHN workforce factors and premature mortality rates across all counties of the United States. Design: Secondary analysis. Sample: A total of 5,705 PHNs from the 2015 National Nursing Workforce Survey and 2,977 U.S. counties from the 2016 County Health Rankings & Roadmaps data were included. Methods: Multilevel linear regression was used. Results: Bachelor's, and master's or doctorate‐prepared PHNs accounted for 41.5% and 17.0%, respectively. The mean year of employment among PHNs was 17.3. The percentages of PHNs with bachelor's, master's, and doctoral degrees were significantly associated with decreased physical inactivity rates. The PHNs' mean year of employment was significantly associated with decreased physical inactivity rates and reduced premature age‐adjusted mortality rates. Conclusions: The findings indicated that PHNs with higher levels of education and more years of employment were important in improving health outcomes (health‐risk behavior and premature mortality). Policymakers need to consider strategies to encourage more PHNs to obtain advanced degrees and to retain PHNs longer in the public health field. [ABSTRACT FROM AUTHOR]

This article describes a novel approach to nursing education, designed to improve the experience of both students in public health nursing, and the local public health unit where they affiliate. Students, faculty, and public health department staff developed a method for matching programs and needs of the local public health unit to the skills and learning needs of nursing students. We describe our experience articulating student competencies, program‐specific functions, and an approach to matching student interests and learning opportunities to agency needs. Students, faculty, and staff rated the program moderately to very high in feasibility, satisfaction, and acceptability. Data suggest the novel program served to improve the quality of the practicum affiliation, to the satisfaction of both the school and agency, while contributing to a robust public health learning experience for emerging professional nurses. [ABSTRACT FROM AUTHOR]

Background: This manuscript describes an innovative approach to public health nursing education. Health care delivery is radically shifting to non‐acute, community‐based settings, warranting a new‐thinking graduate who is comfortable responding to societal trends in health and wellness. Graduates must confidently work to address social determinants of health to improve health outcomes and advance health equity. Aims: We propose a unique pedagogy designed to prepare baccalaureate nursing students to work effectively in the community setting by developing seminars that address pressing, relevant public health initiatives. Materials & Methods: We describe our experience integrating community‐based Naloxone, Stop the Bleed, and Mental Health First Aid training to the curriculum. We outline a session designed to inform future health care providers about provision of care to suspected victims of human trafficking. Results: As a novice program, we have not formally evaluated the described pedagogy for specific outcome measures. Discussion: We include guidance for implementing a similar program and plans for future evaluation of this unique public health nursing pedagogy. Conclusions: We are confident that future iterations of this pedagogy will continue to foster robust public health nursing skills among BSN students. [ABSTRACT FROM AUTHOR]

Objective: This study explored factors associated with attrition of vulnerable women from a community‐based, longitudinal mental health intervention study. Design: The study employed a quasi‐experimental, nonequivalent comparison group pretest–posttest design. The intervention consisted of six, 90‐min meetings featuring education and support. Sample: One hundred and eighteen women aged 18–88 years enrolled from four urban neighborhoods. Measurements: The team used the Generalized Anxiety Disorder‐7, the Primary Health Questionnaire‐9, a self‐care knowledge for anxiety and depression instrument, and demographics to measure variables. Intervention: Sessions occurred at trusted neighborhood sites. The team provided transportation, child care, and reminder calls or texts. Community health workers actively encouraged participants to continue in the study. The researchers did not offer financial incentives. Completion of the intervention involved attending four of six sessions. Results: The study had a 39% attrition rate. Results, using a Chi‐square test for independence, indicated significant associations between attrition, neighborhood/homelessness, and family income. Additionally, there were significant associations between attrition, a past diagnosis of anxiety, and a lack of concurrent therapy for anxiety/depression. Conclusions: This study identified social determinants and mental health factors linked to the attrition of urban, ethnically diverse, and impoverished women from longitudinal intervention studies. [ABSTRACT FROM AUTHOR]

Background: As a result of national initiatives reforming the United States' healthcare delivery system, nurse education must emphasize population health and wellness outside of acute care facilities. Bachelor of Science in Nursing (BSN) programs implement innovative strategies and partnerships to provide students with community health clinical experiences to learn the professional practice role of the Community/Public Health (C/PH) nurse. This qualitative research explored the community health learning experiences that influenced postlicense nursing students' interests in a professional role change—from an acute care hospital setting to a community health setting. Methods: Data collection, analysis, and dissemination methods found in basic qualitative research designs were used in this study. A purposive sample of Registered Nurse (RN) to BSN students (N = 15) completed semi‐structured interviews. Findings: RN to BSN students sought a professional role change from a hospital to a community‐based setting after favorable community health learning experiences that included (a) a supportive C/PH nurse preceptor, (b) identification of desirable nurse role characteristics, (c) special learning activities, (d) and faculty engagement with students. Implications: Findings provide nurse educators and other consumers of nursing practice with information regarding specific learning contributors that engage and provide transformative learning for RN to BSN students. [ABSTRACT FROM AUTHOR]

Background: Population‐focused practice is an essential component of baccalaureate nursing education. The specialty of community/public health nursing (C/PHN) emphasizes prevention and focuses on the multiple determinants of health to improve population health outcomes. This project addressed two problems. How to: (a) Standardize C/PHN education by utilizing a set of competencies, and (b) Evaluate learning outcomes after using the competencies. Method: As collaborative team applied community/public health competencies to nursing education using the Omaha System and the four phases of the Quality Improvement Model (QIM) and to enhance C/PHN education. Results: The QIM focused on team‐based participation with mutual learning and engagement for both students and faculty. Logical thinking and continuous assessment improves the teaching process and prepares students to work in multiple health care environments. Conclusions: Systematic quality improvement enhances population‐focused care by providing a foundation for the integration of education and practice. [ABSTRACT FROM AUTHOR]

Objectives: This study assessed a revised instrument based on the tier one Core Competencies for Public Health Nurses. Following instrument revision, the self‐reported competence of prelicensure baccalaureate nursing students was examined. Design and Sample: In this descriptive study, 102 senior, prelicensure baccalaureate nursing students completed a revised Core Competencies instrument prior to and immediately following completion of public health nursing courses. Parametric statistics were used to determine if there were significant differences in pre‐ and postcourse domain scores and the impact of selected demographic variables on postcourse domain scores. Results: Pilot testing confirmed the reliability and validity of the revised instrument. A paired t test determined postcourse domain scores were significantly higher than precourse domain scores. Overall, students rated themselves as competent in all domains, with the lowest ratings of competence in policy development/program planning. Likelihood of choosing a future career in public health was significantly higher for students in traditional public health clinical settings. Conclusion: The revised tier one Core Competency instrument provided information related to students' self‐reported competence in public health nursing competencies. These findings provide valuable insight for development and revision of public health nursing courses ensuring a nursing workforce competent in the provision of population health. [ABSTRACT FROM AUTHOR]

Objective: The purpose was to compare nurse education, patient‐to‐nurse staffing, nursing skill mix, and nurse work environments across hospitals depending on extent of rurality. Design: Cross‐sectional, comparative, and descriptive. Sample: The final sample included 566 urban, 49 large, 18 small, and 9 isolated hospitals from California, Florida, and Pennsylvania. Measurement: Data collected from large random samples from the 2005–2008 Multi‐State Nursing Care and Patient Safety Study funded by the National Institute of Nursing Research and National Institutes of Health were linked to 2005–2006 American Hospital Association data. Rural–Urban Commuting Area codes developed by the University of Washington and the United States Department of Agriculture Economic Research Service were used to determine the extent of hospital rurality across the sample. Results: Hospital percentages of baccalaureate prepared nurses differed significantly among urban (38%), large (28%), small (31%), and isolated rural hospitals (21%). Patient‐to‐registered nurse ratios in urban (4.8), large (5.6), small (5.6), and isolated rural hospitals (7.3) differed. Rural hospital nursing skill mix differed, and was lowest in isolated rural hospitals (65%). Nursing foundations for quality care were poorer in large, small, and isolated rural hospitals. Conclusion: Results support bolstering rural nursing resources in more remote locations, potentially through rural health policies. [ABSTRACT FROM AUTHOR]

This article describes the evaluation of an innovative nursing education curriculum project, preventive home visiting practice, which began full implementation in 2015, in terms of students' learning outcomes. For the purpose of learning how elder persons live in community, all the 327 undergraduate nursing students, from freshmen to seniors, provided monthly or bi‐monthly visits to home‐dwelling elderly persons aged 75 or above in their home over 1 year period, in order to provide support for their independent living and to learn from them. The students' reports submitted at the end of the first academic year were qualitatively analyzed to evaluate what they learned. They acquired multiple perspectives for understanding elder persons, including a variety of individual and environmental aspects of wellness, prevention, and community life. They also acknowledged the importance of team practice through working and collaborating with different grade levels and generations. Overall, the observed learning contents were useful for future nursing education with elder persons and facilitating critical changes in nursing education systems to address the problems of aged society. [ABSTRACT FROM AUTHOR]

In response to motor vehicle crashes remaining the leading cause of death for teenagers in the United States, a nursing clinical group ( n = 10) in conjunction with a local hospital injury prevention program created an educational campaign to bolster seat belt use. The nursing students created an Instagram account to serve as an educational tool to promote seat belt use among teenagers aged 14-19, and the program was presented at three high school health fairs. In all, 135 postings were made to the account over a 3-month period. The number of likes posted by high school students was the unit of analysis. The most significant result ( p = .01) was the difference between postings most liked (celebrities wearing seat belts) and least liked (postings made at the high school health fair), otherwise, differences among postings liked (humor postings, response requests, pictures of celebrities, factual data) were not significant. Instagram user engagement, measured in number of likes, is indicative that social media provides platforms to promote injury prevention efforts. Further research is needed to identify measurable elements of social media and to follow-up on behavioral changes following participation. [ABSTRACT FROM AUTHOR]

Background Nurse educators in baccalaureate programs are charged with addressing student competence in public health nursing practice. These educators are also responsible for creating nursing student opportunities for civic engagement and development of critical thinking skills. The IOM report (2010) on the Future of Nursing emphasizes the nurse educator's role in promoting collaborative partnerships that incorporate interdisciplinary and intraprofessional efforts to promote health. Aim The purpose of this article is to describe an innovative approach to address public health nursing competencies and to improve the health and well-being of indigenous populations in a global setting through promotion of collaboration and service- learning principles. Methods As part of a hybrid elective course, baccalaureate nursing students from various nursing tracks participated in a 2 week immersion experience in Belize that included preimmersion preparation. These students were to collaborate among themselves and with Belizean communities to address identified health knowledge deficits and health-related needs for school-aged children and adult populations. Results Students successfully collaborated in order to meet health-related needs and to engage in health promotion activities in the Toledo district of Belize. They also gained practice in developing public health nursing competencies for entry-level nursing practice. Implementation of service-learning principles provided students with opportunities for civic engagement and self-reflection. Discussion Some challenges existed from the students', faculty, and global community's perspectives. Lack of culturally appropriate and country specific health education materials was difficult for students and the community. Faculty encountered challenges in communicating and collaborating with the Belizean partners. Conclusion Commonalities exist between entry-level public health nursing competencies and service-learning principles. Using service-learning principles in the development of public health experiences increases the likelihood of success in achieving these competencies. While students demonstrated intraprofessional collaboration in a global setting, these same collaborative opportunities can occur in local communities. [ABSTRACT FROM AUTHOR]

Objectives As the need for greater global health competency increases for health care professionals in South Korea, educational efforts for nursing students have begun. This study examined the effectiveness of two educational courses for freshmen and sophomores that were designed to improve students' global health competencies. Design and Sample A trend study was conducted for all undergraduate nursing students enrolled in a 4-year undergraduate nursing program in 2013 and 2014. Measures We assessed students' global health competencies (1-knowledge and interests in global health and health equity, 2-global health skills, and 3-learning needs) in 2013 and 2014 and analyzed variance between mean scores by year and by course exposure, using 95% confidence intervals. Results Students who took both global health courses (sophomores in both years) reported higher global health-related knowledge and interests than did freshmen ( p < .01); these scores were not sustained a year later. Conclusions The two courses may have improved students' global health competencies. Reinforcement of knowledge in later courses may be needed to build on the global competencies. [ABSTRACT FROM AUTHOR]

Objectives: While health promotion and patient education are central to the scope of practice of professional nurses, they often feel ill‐equipped to assume the role of sexual health educator and lack adequate knowledge and skills to effectively engage parents in adolescent sexual and reproductive health efforts. Design and Sample: Employing a mixed‐methods study consisting of both pre‐ and post‐test survey and exit interviews, a pilot study was conducted to assess the impact of implementing a parent‐based adolescent sexual health intervention on baccalaureate nursing student outcomes (N = 31). Results: We found statistically significant improvements in student outcome expectancies of parenting strategies, barriers to sexual health communication, self‐efficacy, and sexual health counseling experience. Using thematic content analysis of exit interview content, emerging themes were (1) need for increased sexual and reproductive health (SRH) preparation, (2) wanting greater experience and opportunity for involvement in nursing research, and (3) educational gaps in family‐focused community public health. Conclusions: Incorporating adolescent sexual health education into public health nursing clinical training can prepare nurses as parent‐based adolescent sexual health educators, a core competency for nurses working with families in communities and across all health care delivery settings. [ABSTRACT FROM AUTHOR]

Background: Conducting federally mandated community health needs assessments through academic‐practice partnerships provides new opportunities for developing population health nursing competencies. Objectives: The purpose of this article was to describe how a baccalaureate practicum experience within such an assessment process, involving health care system partners, re‐affirms the importance of community and population health assessment in the development of future nursing leaders. Results: Student evaluations indicated an emerging appreciation for the social determinants of health, the power of partnerships, and the importance of diversity. Integrating health care and public health system perspectives on assessment meets both public health and nursing accreditation standards and extends student leadership experiences. Such integration also improves regional capacity for improving population health. Conclusions: Federal mandates for community health needs assessments provide opportunities to advance leadership roles for nursing graduates throughout the health care system, and for confirming the importance of community assessment as an essential nursing competency. [ABSTRACT FROM AUTHOR]

Travel abroad provides college students with a unique learning experience. When plans to take undergraduate community health nursing students from the United States to Haiti were cancelled due to health and safety concerns, faculty piloted international videoconferencing with a nursing program in Haiti as an alternative. During this semester‐long course, students in both countries assessed a local community using the Community as Partner framework and compared findings during videoconferences with their international peers. Despite communication challenges such as language barriers and limited internet access in Haiti, evaluative data suggests that all students valued learning with their nursing student peers in another country. For future international videoconferencing endeavors, especially with under‐resourced communities, we provide recommendations in the following categories: 1) Building relationships with a partner school, 2) Technology, 3) Pedagogy, and 4) Facilitating interactions between students. [ABSTRACT FROM AUTHOR]

Objectives: Collaboration in international nursing student placements requires equitable partnerships between global partners to address areas of shared importance, such as equity and justice in health promotion. This qualitative study was the first to use the Leffers and Mitchell Conceptual Model for Partnership and Sustainability in Global Health to elicit global host partners' perspectives regarding effective collaboration for Canadian community health nursing placements in the Dominican Republic. Design and Sample: Focus group and semi‐structured interview methodology was conducted with Dominican Republic (Dominican and Haitian) host partners (n = 23) about the engagement processes and host partner factors for effective partnership. Results: Dominican (83%) and Haitian (17%) participants, comprised similar numbers of male and female adults aged 18–60 years (mean age = 36 years), represented the full range of the Dominican Republic host partners (e.g., teachers, health professionals). Interpretive analysis revealed themes that included (1) the unique role of the cultural broker; (2) relational collaboration in a collective society; (3) reciprocal approaches that honor local expertise; and (4) contextual socioeconomic and cultural factors that influence partnerships. Conclusions: Future research and implications at the individual, community, and policy levels are discussed. [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the impact of two baccalaureate public health nursing (PHN) clinical education models, that vary on level of engagement with community agencies, on student perceptions of PHN. Design and Sample: Two group, pretest/posttest design. Two cohorts of baccalaureate nursing students (traditional n = 62, accelerated n = 64) were included. The traditional students worked with one agency over an 8‐week period. The accelerated students worked with several agencies over the same period. Eighty‐seven students provided complete data at both time points, and were included in analyses. Measures: Students answered questions at the beginning and end of the Spring 2014 semester to assess knowledge, confidence, satisfaction, and career intention related to PHN. Results: At baseline, traditional students reported significantly higher confidence working independently and less intention to choose PHN as a career. Both cohorts reported a significant increase in knowledge and independence from pretest to posttest. At posttest, the accelerated group showed a significant decline in likelihood of choosing a PHN career. Conclusions: In developing PHN clinical curriculum, careful consideration should be given to the level of engagement with the community and faculty. Future work should continue exploring different PHN clinical education models to ensure students are effectively prepared in this area of nursing. [ABSTRACT FROM AUTHOR]

Objectives The purpose of this program development and evaluation project was to promote healthy families and communities by creating academic-practice partnerships, educating BSN students and building family-nursing student partnerships that were supported by a 'village' of interconnected resources. Design and Sample A mixed-methods design was used for the project. Data were collected from a convenience sample of vulnerable families, BSN students engaged in PHN practica, and partner members. Measures Nine tools were developed to capture data over two semesters including a GIS mapping strategy. Results One hundred and seventy-five home visits were completed with 20 families, 14 of whom needed interpreter assistance. Families reported satisfaction with the quality of home visits, education, and assistance toward health goals. Fifty-three students provided 202 educational interventions, 39 community resource connections, and 46 care transitions. Students reported linking theory with practice and valued the PHN practicum experience. Academic-practice partners identified opportunities for program development and sustainability. GIS mapping illustrated complex family linkages to community resources. Conclusions Results suggest that young, vulnerable families benefit from public health nursing ( PHN) home visits, but sustaining home visit programs is challenging. Academic-practice partnerships can guide students and families partnered in a reciprocal relationship with 'village' resources. [ABSTRACT FROM AUTHOR]

Objectives The purposes of this service learning project were to trial nursing student application of the Community-Based Collaborative Action Research ( CBCAR) framework while conducting a community health needs assessment and to assess the effectiveness of the CBCAR framework in providing real-world learning opportunities for enhancing baccalaureate nursing students' public health knowledge. Design and Sample In this case study analysis, the CBCAR framework linked service learning and community health needs assessment with public health nursing core competencies. Fifteen nursing students partnered with collaborative members. Measures Student observational field notes and narrative reflections were analyzed qualitatively for fidelity to the CBCAR framework and to evaluate student public health knowledge. Results Students successfully employed the CBCAR framework in collaboration with the critical access hospital and community stakeholders to design and conduct the community health needs assessment. Service learning themes were real-world solutions, professional development, community collaboration, and making a difference. Students developed skills in six of the eight domains of the Quad Council's core competencies for public health nurses. Conclusions Community-Based Collaborative Action Research facilitates collaborative partnerships and relationships throughout the research process. Students benefited by applying what they have learned from their education to a real community who lacks resources. [ABSTRACT FROM AUTHOR]

Objectives To examine students' structural empowerment during simulated learning and actual nursing practice, and assess students' self-efficacy for public health nursing competencies ( PHNC) after involvement in a mass influenza vaccination clinic as a community practice experience. Design A nonexperimental survey design was used with a sample of year three baccalaureate nursing students. Methods Students completed a demographic form after the simulated clinic experience, they were assessed for perceptions of empowerment after being involved in the simulated and actual clinic settings, and self-efficacy was assessed after the actual clinic experience. Results Students perceived themselves as structurally empowered after completing the simulated and actual community vaccination clinics. Students reported a high level of self-efficacy for PHNC after their actual community vaccination clinic involvement. There was a significant correlation between empowerment and self-efficacy, which suggests that when students have access to empowering structures, they feel more confident to enact PHNC that align with practice in the clinics. Conclusion This study suggests that nursing students acquired the necessary knowledge and skills for safe vaccination administration through the combination of simulated practice and participating in an actual public health vaccination clinic. [ABSTRACT FROM AUTHOR]

Objective The purpose of this article is to report on the evaluation process of a multi-disciplinary interactive teaching-learning workshop implemented in a college of nursing baccalaureate program. Design and Sample A 6-hr workshop on cultural humility and care equity was implemented using educational theater to bring clinical situations involved in community/public health practice into the classroom. One hundred and forty-nine students participated in the workshop. Stages of Change (Prochaska and DiClemente [2005] Handbook of psychotherapy integration. New York: Oxford University Press) and the Learning Transfer Barriers Framework (Price, Miller, Rahm, Brace, & Larson [2010] Journal of Continuing Education in the Health Professions, 30, 237-245.) provided conceptual underpinnings for project evaluation. Measures Nursing students completed a quiz, postworkshop online surveys at 2 and 8 weeks, and a clinical application report ( CAR). Survey data provided information on barriers to the transfer of knowledge from theory class to the clinical setting. Qualitative methods were used to audit the CARs. Each CAR was independently reviewed to determine the Stage of Change reflected in the narrative. Results Workshop evaluation outcomes provide evidence that cultural humility skill building has created behavior change in clinical practice for new health care community/public health nursing providers. [ABSTRACT FROM AUTHOR]

Objective To examine the impact of an international service learning experience ( ISL) using a quantitative and qualitative approach. Design and Sample A descriptive study was used to explore the impact of an ISL experience on global awareness, professional and personal growth with 11 baccalaureate nursing students in the Dominican Republic. Intervention Students participated in a three credit ISL program in the Dominican Republic which included pre- and postexperience seminars and a 2-week, on-site immersion experience. Measures The International Education Survey ( IES) was used as the quantitative measure. Content analysis of Critical Reflective Inquiry ( CRI) narratives was used as the qualitative method. Results Students reported a high overall impact ( M = 5.9) using the IES with high means for the Professional Student Nurse Role ( M = 6.10, SD: 0.74), Personal Development ( M = 6.08, SD: 0.76), International Perspectives ( M = 6.03, SD: 0.71), and a lower mean for Intellectual Development ( M = 5.40, SD: 0.69). CRI narratives revealed specific areas of impact, for example, increased empathy and ability to communicate effectively with patients from life situations very different from their own. Conclusions Further exploration of the usefulness of various evaluation tools and methodological designs is warranted to understand this type of pedagogy and its' impact on student learning outcomes short- and long-term. [ABSTRACT FROM AUTHOR]

National changes in the context for public health services are influencing the nature of public health nursing practice. Despite this, the document that defines public health nursing as a specialty- The Definition and Role of Public Health Nursing-has remained in wide use since its publication in 1996 without a review or update. With support from the American Public Health Association ( APHA) Public Health Nursing Section, a national Task Force, was formed in November 2012 to update the definition of public health nursing, using processes that reflected deliberative democratic principles. A yearlong process was employed that included a modified Delphi technique and various modes of engagement such as online discussion boards, questionnaires, and public comment to review. The resulting 2013 document consisted of a reaffirmation of the one-sentence 1996 definition, while updating supporting documentation to align with the current social, economic, political, and health care context. The 2013 document was strongly endorsed by vote of the APHA Public Health Nursing Section elected leadership. The 2013 definition and document affirm the relevance of a population-focused definition of public health nursing to complex systems addressed in current practice and articulate critical roles of public health nurses ( PHN) in these settings. [ABSTRACT FROM AUTHOR]

Despite increasing needs resulting from emerging societal and health care issues, the number of trained community/public health (C/ PH) nurses in the United States is facing a precipitous decline. Numerous factors contribute to this shortage including an aging workforce, a poorly funded public health system, inconsistencies in C/ PH nursing educational approaches and opportunities, and a shortage of sites for clinical training. Determined to address the C/ PH nursing shortage in their region, a consortium of public health professionals, university deans and faculty, and state nursing leaders in southeastern Wisconsin came together to address these issues from three perspectives: (a) curricular analysis and redesign, (b) expansion of clinical placement opportunities, and (c) paid community/public health nursing internships for seniors in baccalaureate nursing programs. This article outlines briefly the activities undertaken related to curricular review and clinical placements, and then describes in detail the approach, challenges and results of the senior internship program. Together, these programs produced long-lasting results including an unprecedented level of collaboration between academic institutions and public health nursing professionals, the expansion of both traditional and nontraditional clinical sites in the region, and a transformative learning experience for seventeen senior nursing students from five participating universities. [ABSTRACT FROM AUTHOR]

Changes in the delivery of community/public health (C/ PH) nursing have challenged nursing educators to seek innovative ways to ensure that their educational programs produce competent entry-level practitioners. This article describes how public health professionals and faculty from eight regional colleges and universities in Southeastern Wisconsin came together to better understand both what C/ PH nursing content was being taught in the region, and the extent to which that content was aligned with the Public Health Nurse Competencies defined by the Quad Council in 2004. Based on self-reporting by nursing school faculty as well as a separate mapping of course objectives into the competency areas, the project found that the curricula of the participating colleges and universities adequately addressed most of the competencies in the Quad Council domains one through six. Competencies in domains seven (financial planning/management skills) and eight (leadership/systems thinking skills) were not, however, adequately addressed and plans were subsequently developed to fill those gaps. In addition to helping each institution identify strengths and gaps in its own curriculum, the project provided an unprecedented opportunity for both public health professionals and academics to build relationships, share best practices, and exchange resources. [ABSTRACT FROM AUTHOR]

This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN- BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing ( ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/ PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. [ABSTRACT FROM AUTHOR]