Community Health Clinical Education in Canada: Part 1 - "State of the Art"

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Benita E Cohen ◽  
David Gregory
Keyword(s):  
Nursing Education ◽  
Community Health ◽  
Clinical Education ◽  
Student Evaluation ◽  
State Of The Art ◽  
Nursing Programs ◽  
Cross Sectional ◽  
Data Set ◽  
Baccalaureate Nursing Programs ◽  
Health Nursing

This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

scholarly journals A CROSS SECTIONAL STUDY REGARDING STUDENT EVALUATION OF AN OSCE IN COMMUNITY HEALTH NURSING CLINICAL COURSE AT ST. JOHNS COLLEGE OF NURSING, BANGALORE

2020 ◽  
Vol 8 (12) ◽  
pp. 570-574
Author(s):  
Deepa S. Nair ◽  
◽  
Jenifer Helen Sathya
Keyword(s):  
Community Health ◽  
Clinical Course ◽  
Student Evaluation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Community Health Nursing ◽  
Wide Range ◽  
Health Nursing ◽  
College Of Nursing ◽  
Nursing Clinical

Background:The Objective Structured Clinical Exam (OSCE) is a comprehensive, structured and consistent approach for assessing aspects of the students clinical competence with maintenance of high objectivity. Aim of the Study:To assess student evaluation of an OSCE in community health nursing clinical course at St. Johns College of Nursing. Materials and Methods: Study Design: A descriptive cross sectional study design was used for the study. Study Setting:The study was conducted in St. Johns College of Nursing. Sample: A non probability convenient sample of (33) Nursing students who completed their community health nursing OSCE examination was selected for the study. Tool of Data Collection:A self administered questionnaire (Pierre et al., 2004 OSCE evaluation sheet) was used It is divided into 4 sections which contain 32 items. Only 25 items of Pierre et al., 2004 questionnaire were used in this study and few items were modified to suit the current setting and to give a clear meaning. Results: OSCE was considered as a fair examination method by 81.82 percentage of students and 72.73 % of them felt that it provides a true measure of essential clinical skills. (81.82%) of the studied students reported that, OSCE is less stressful than other exams and still (30.30 %) felt that the exam was stressful. Conclusion: OSCE is a realistic assessment for the community health nursing clinical course. It could assess a wide range of learned materials it is a fair exam and covered a wide range of knowledge. Recommendation:The present study recommended that, OSCE should be implemented in Community Health Nursing and continued to be used as a method of evaluating clinical practice when the students are posted in urban and rural posting as a practice before the final practical exam.

Nursing Students' Perception Regarding Community Health Nursing Practical Modules Experience, at the Faculty of Nursing, [Institution MASKED], Egypt

2021 ◽  
pp. JDNP-D-20-00048
Author(s):  
Manal Mohamed Moselhy
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Community Health ◽  
Clinical Education ◽  
Clinical Training ◽  
Convenience Sample ◽  
Community Health Nursing ◽  
Health Nursing ◽  
Experience Questionnaire

BackgroundLearning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education.ObjectiveAssess nursing students' perception of their learning experience with community health nursing practical modules.MethodsCross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to [Institution MASKED]. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory.ResultsStudents' total perception mean scores regarding the practical modules experience questionnaire was (79.82%), and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤ .042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤ .01), Clear goals and standards and Generic Skills (p ≤ .04), Appropriate Assessment and Overall Satisfaction (p ≤ .05).ConclusionNursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules.Implications for nursing educationIncreasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules.

scholarly journals Nationwide use, challenges, facilitators, and impact of preceptors in prelicensure clinical nursing education

2020 ◽  
Vol 10 (6) ◽  
pp. 36
Author(s):  
Nancy L. Novotny ◽  
Debbie Stark
Keyword(s):  
Nursing Education ◽  
Clinical Education ◽  
Pass Rates ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Program Administrators ◽  
Clinical Nursing ◽  
Program Type ◽  
Perceived Impact ◽  
Clinical Nursing Education

Background and objective: Preceptor-facilitated clinical nursing education prevalence information is dated. Information is most often limited to regional baccalaureate programs and provides sparse evidence of its education-related outcomes. The purpose of this study is to describe the nationwide use, structures, facilitators, and challenges of using preceptors in prelicensure clinical education; compare its use by program characteristics; and explore its impact on education-related outcomes.Methods: In this cross-sectional comparative study, prelicensure programs in randomly selected jurisdictions in all four regions of the US were identified and official pass rates obtained.  Program administrators completed an online questionnaire about preceptor use, incentives used, challenges, facilitators, and perceived impact on program capacity.Results: Preceptors were used in 73% of the 366 responding programs. Prevalence rates ranged from 25% to 87% by program type and from 64% to 86% by region. Programs’ NCLEX-RN® pass rates and perceived impact on program capacity did not differ by use of preceptors. Most respondents indicated there was no impact although one-fifth perceived moderate to high impact. The top five challenges and facilitators to preceptor use were identified. Programs used a variety of preceptor incentives, ranging from 62% using informal recognition to 7% providing some type of financial compensation.Conclusions: Most programs use preceptors with differences by program type and region. Designating resources to enhance preceptor orientation and preceptor-student-faculty communications may be useful, as well as identifying the challenges and facilitators. While a variety of preceptor incentives are available, few offer direct monetary compensation. Regional preceptor incentive data provide useful benchmarks. With high rates of use in some sectors and yet no demonstrable influence on pass rates, closer scrutiny of the quality of preceptor-facilitated educational experiences and associated outcomes are warranted.

An Innovative Exchange Model for Global and Community Health Nursing Education

2018 ◽  
Vol 43 (3) ◽  
pp. E1-E4 ◽  
Author(s):  
Débora Falleiros de Mello ◽  
Maria Helena Larcher Caliri ◽  
Fabiana Villela Mamede ◽  
Eliana Maria Fernandes de Aguiar Tonetto ◽  
Janet Resop Reilly
Keyword(s):  
Nursing Education ◽  
Community Health ◽  
Exchange Model ◽  
Community Health Nursing ◽  
Health Nursing

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

scholarly journals Stakeholders’ Perceptions of Challenges in the Public Health Nursing Practicum: A Qualitative Study

2021 ◽  
Vol 7 (4) ◽  
pp. 285-294
Author(s):  
Reza Negarandeh ◽  
◽  
Shahzad Pashaeypoor ◽  
Dimitrios Theofanidis ◽  
Heshmatolah Heydari ◽  
...  
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Community Health ◽  
Financial Burden ◽  
Health Centers ◽  
Public Health Nursing ◽  
The Public ◽  
Health Nursing

Background: Community health nurses have an important role to play in promoting public health. This study attempted to explore the stakeholders’ perceptions of challenges in the public health nursing practicum in Iran. Methods: This qualitative study was carried out in some schools of nursing and health centers in Iran from October 2015 to September 2017. Twenty-three participants, including faculty members of public health nursing, nursing students, home nurses, experts in health centers, and nursing education policymakers were selected by purposeful sampling. Data were collected using individual interviews and were analyzed by Lundman and Graneheim’s method of content analysis. Results: Three themes resulted from the data analysis, including organizational challenges (with sub-categories of “inappropriate implementation of the curriculum due to lack of authority”, “the treatment-centeredness of health care system”, and “limited fields for nursing practicum”), educational challenges (with sub-categories of “shortcomings of educational curricula” and “the duration and time of practicums”), and workforce challenges (with sub-categories of “the financial burden of public health nursing practicum”, “lack of job position for public health nurses”, and “factors related to the role of instructors”). Conclusion: Senior managers, community health center administrators, and educational planners can use the challenges and barriers raised in this study to make more appropriate planning for the training of nursing students in public health nursing practicum.

scholarly journals Using a mixed method to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a course on epilepsy for postgraduate or continuing education in community health nursing programs

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ramzi Shawahna
Keyword(s):  
Continuing Education ◽  
Community Health ◽  
Learning Outcomes ◽  
Evaluation Methods ◽  
Nursing Programs ◽  
Nominal Group ◽  
Community Health Nursing ◽  
Health Nursing ◽  
Intended Learning Outcomes ◽  
Patients With Epilepsy

Abstract Background Knowledge deficits with regard to epilepsy have been reported among healthcare professionals. This study was conducted to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a course on epilepsy for postgraduate or continuing education in community health nursing programs. Methods A mixed method which combined a thorough search of literature, the nominal group technique, the Delphi technique, and survey of students’ agreement was used. The databases MEDLINE/PUBMED, EMBASE, COCHRANE, CInAHL/EBESCO, SCOPUS, Google Scholar, Google Books, and Amazon were searched to identify potential aims, topics/contents, intended learning outcomes, teaching, and evaluation methods. Discussions and deliberations in serial meetings based on the nominal group technique were attended by educators/academicians (n = 12), neurologists (n = 2), practicing nurses (n = 5), pharmacists (n = 2), patients with epilepsy (n = 2), and students in postgraduate and continuing education programs (n = 7) to supplement and refine the data collected from the literature. The qualitative data were analyzed using RQDA tool for R. The Delphi technique was used among educators/academicians (n = 15), neurologists (n = 2), practicing nurses (n = 5), pharmacists (n = 2), patients with epilepsy (n = 3), and students in postgraduate and continuing education programs (n = 8) to achieve formal consensus. Results Consensus was achieved on 6 aims, 16 intended learning outcomes, and 27 topics in the course. Of the topics, 13 were relevant to nature of epilepsy and seizures, 2 were relevant to the impact of epilepsy and seizures on different life aspects of patients with epilepsy, 4 were relevant to advocating for the patients and supporting their choices, 5 were relevant to educating patients and their caregivers, and 3 were relevant to assessments and services. Conclusion Consensus-based aims, topics/contents, intended learning outcomes, teaching, and evaluation methods of a course on epilepsy for postgraduate or continuing education in community health nursing programs were developed. Consensus-based courses could bridge knowledge gaps and improve educating community health nursing programs on epilepsy. Further studies are needed to determine if such consensus-based courses could promote care of patients with epilepsy.

Sign in / Sign up

Export Citation Format

Share Document