scholarly journals Challenges and demands in the population-based work of public health nurses

2018 ◽  
Vol 46 (20_suppl) ◽  
pp. 53-58 ◽  
Author(s):  
Berit Misund Dahl

Aims: Government programs and the Norwegian Directorate of Health give public health nurses in Norway an explicit role in population-based health promotion and disease-prevention work. The aim of this paper is to explore Norwegian public health nurses’ experiences with population-based work. Methods: A phenomenological hermeneutic approach was adopted, involving face-to-face interviews with a purposeful sample of 23 public health nurses from urban and rural districts in two counties in Norway. Results: Three themes were identified: the predominance of work at the individual level, a lack of resources, and adherence to administrative directives. The interviews revealed that the public health nurses were mostly occupied with individual problem-solving activities. Population-based work was hardly prioritized, mostly because of a lack of resources and a lack of recognition of the population-based role of public health nurses. Conclusions:The study indicates contradictions between the public health nursing practice related to population-based work and the direction outlined by the government and the public health nursing curriculum, which may mean that the public health nursing role is not sufficiently clarified. The implementation of practice models and administrative directives and resources, as well as an explicit emphasis on population health in public health nursing education, can contribute to increased population-based interventions. Greater knowledge of and emphasis on population-based work in public health nursing are needed.

2021 ◽  
Vol 7 (4) ◽  
pp. 285-294
Author(s):  
Reza Negarandeh ◽  
◽  
Shahzad Pashaeypoor ◽  
Dimitrios Theofanidis ◽  
Heshmatolah Heydari ◽  
...  

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.


PEDIATRICS ◽  
1950 ◽  
Vol 6 (3) ◽  
pp. 485-487

PUBLIC health nursing offers service in the health field to the individual, the family and the community. When first started it was confined mainly to the nursing care of the sick in their homes but it has now expanded to include the teaching of positive health. These activities are carried out with qualified medical guidance and advice. All over the world, therefore, public health nurses have many contacts with pediatricians because of their special interest in health protection and education. Since this function demands experience beyond the standard education of the registered nurse, public health nurses, or as they are called in some countries, health visitors, should be fully qualified nurses who have in addition received special preparation. This preparation should cover the public health aspects of such specific subjects as maternal and child health, tuberculosis, venereal diseases, nutrition, school health, problems of chronic disease and so forth. In addition to the theory there must be field observation and experience so that the nurse has an opportunity to apply her knowledge under supervision. Emphasis on health teaching is of fundamental importance; not only is it necessary to know what to teach but the nurse must understand how people learn, and she must know the most appropriate technic to make that learning as effective as possible. For example, just telling a mother that her child needs vitamin D does not necessarily mean that the mother has learned this fact and will put her learning into action by giving the child foods which supply vitamin D.


2010 ◽  
Vol 28 (1) ◽  
pp. 78-90 ◽  
Author(s):  
Marjorie A. Schaffer ◽  
Sharon Cross ◽  
Linda O. Keller ◽  
Pamela Nelson ◽  
Patricia M. Schoon ◽  
...  

1959 ◽  
Vol 8 (2) ◽  
pp. 100
Author(s):  
ETHEL G. BROOKS ◽  
M. EILEEN TOD-HUNTER ◽  
J. HENDRICKSON ELLEN

2009 ◽  
Vol 26 (1) ◽  
pp. 88-94 ◽  
Author(s):  
Pamela Aaltonen ◽  
Elizabeth (Libby) Richards ◽  
Kay Webster ◽  
Lynn Davis

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248330
Author(s):  
Emily Belita ◽  
Jennifer Yost ◽  
Janet E. Squires ◽  
Rebecca Ganann ◽  
Maureen Dobbins

There are professional expectations for public health nurses to develop competencies in evidence-informed decision-making (EIDM) due to its potential for improved client outcomes. Robust tools to assess EIDM competence can encourage increased EIDM engagement and uptake. This study aimed to develop and validate the content of a measure to assess EIDM competence among public health nurses. A four-stage process, based on measure development principles and the Standards for Educational and Psychological Testing, was used to develop and refine items for a new EIDM competence measure: a) content coverage assessment of existing measures; b) identification of existing measures for use and development of items; c) validity assessment based on content; d) validity assessment based on response process. An EIDM competence measurement tool consisting of EIDM knowledge, skills, attitudes/beliefs, and behaviour items was developed using conceptual literature and existing measures (Evidence-Based Practice Competency Tool and Evidence-Based Practice Beliefs Scale) to address limitations of existing EIDM tools identified from the content coverage assessment. Item content validity index ratings ranged from 0.64–1.00. Qualitative themes from validity assessment based on content and response process included word changes to improve clarity, reducing item redundancy, separating multi-component items, and ensuring items reflect nursing role expectations. Upon determining its reliability and validity, there is potential for the EIDM competence measure to be used in: public health nursing practice to identify competence gaps and strengths to facilitate professional development activities; in research to support development of strategies to build EIDM capacity; and for curriculum planning and development across nursing education programs.


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