Journey to Compassion: Meeting Vulnerable Populations in Community Health Nursing Through Literature

2004 ◽  
Vol 8 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Jeanne Leffers, ◽  
Diane C. Martins,
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Nursing Practice ◽  
Vulnerable Groups ◽  
Nursing Educators ◽  
Population Groups ◽  
Community Health Nursing ◽  
Undergraduate Nursing ◽  
Victims Of Violence ◽  
Health Nursing

While community health nursing educators encourage undergraduate nursing students to become competent in their ability to provide care for vulnerable and diverse population groups, often students remain disconnected from compassion for such groups. The authors, community health nursing educators, developed an innovative assignment designed to create opportunities for students to increase compassion for persons who comprise vulnerable population groups, to value aesthetics for nursing practice, and to increase respect for cultural diversity. Students develop their ability to use artful caring for their nursing practice in community settings through an assignment that uses published literature to facilitate caring compassion for the struggles of various vulnerable groups such as the poor, homeless, immigrants, and victims of violence.

Moral distress of undergraduate nursing students in community health nursing

2018 ◽  
Vol 26 (7-8) ◽  
pp. 2340-2350
Author(s):  
Rowena L Escolar Chua ◽  
Jaclyn Charmaine J Magpantay
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Moral Distress ◽  
Community Setting ◽  
Senior Year ◽  
Community Health Nursing ◽  
Undergraduate Nursing ◽  
Institutional Review ◽  
The People ◽  
Health Nursing

Background: Nurses exposed to community health nursing commonly encounter situations that can be morally distressing. However, most research on moral distress has focused on acute care settings and very little research has explored moral distress in a community health nursing setting especially among nursing students. Aim: To explore the moral distress experiences encountered by undergraduate baccalaureate nursing students in community health nursing. Research design: A descriptive qualitative design was employed to explore the community health nursing experiences of the nursing students that led them to have moral distress. Participants and research context: The study included 14 senior nursing students who had their course in Community Health Nursing in their sophomore year and stayed in the partner communities in their junior year for 6 and 3 weeks during their senior year. Ethical considerations: Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants. Findings: Nursing students are vulnerable and likely to experience moral distress when faced with ethical dilemmas. They encounter numerous situations which make them question their own values and ideals and those of that around them. Findings of the study surfaced three central themes which included moral distress emanating from the unprofessional behavior of some healthcare workers, the resulting sense of powerlessness, and the differing values and mindsets of the people they serve in the community. Conclusion: This study provides educators a glimpse of the morally distressing situations that often occurs in the community setting. It suggests the importance of raising awareness and understanding of these situations to assist nursing students to prepare themselves to the “real world,” where the ideals they have will be constantly challenged and tested.

New Curriculum, Primary Health Care and Nursing Practice

2000 ◽  
Vol 6 (1) ◽  
pp. 76
Author(s):  
Susan Mann ◽  
Tess Byrnes ◽  
Kate Saint
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Nursing Students ◽  
Community Health ◽  
Nursing Practice ◽  
Hospital Staff ◽  
Preliminary Evaluation ◽  
Community Health Nursing ◽  
Primary Health ◽  
Health Nursing

The Community Enrichment Programme (CEP) was a four-year program of study, which has incorporated Primary Health Care (PHC) and Community Health Nursing practice in the curriculum of a select cohort of undergraduate nursing students at Flinders University. At the end of the students' second undergraduate year this qualitative study showed that PHC principles had permeated the students' thinking. One of the aims of the project was to determine whether enough evidence could be generated to implement ongoing curriculum change. Preliminary evaluation of the views of students, community health nurses, nurse academics and agency and hospital staff has supported this aim. The inclusion of PHC theory and demonstrated practice has not only enhanced the students' knowledge and understanding of the complexities of Community Health Nursing practice but has positively influenced the students' overall perceptions about all nursing practice and its relationships with PHC principles, regardless of the setting. Academics in the School of Nursing are actively engaged in discussion and implementation of the outcomes to date.

scholarly journals Community Health Nursing Practice Education: Preparing the Next Generation

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Em M Pijl-Zieber ◽  
Ruth Grant Kalischuk
Keyword(s):  
Nursing Students ◽  
Community Health ◽  
Nursing Practice ◽  
Homeless Shelters ◽  
Next Generation ◽  
Traditional Practice ◽  
Non Profit ◽  
Undergraduate Nursing ◽  
Community Health Nurses ◽  
Health Nursing

Undergraduate nursing practice rotations today are quite different from what many practicing nurses experienced during their own education. This is especially true of community health practice rotations. Increasingly, non-traditional community health sites are being used as practice sites—sites such as schools, homeless shelters, non-profit agencies, and even churches. Increasingly, non-traditional practice experiences are eclipsing traditional practice experiences involving home care and public health. Why has this shift occurred, and what do these experiences offer students? Do these experiences actually prepare nursing students for clinical practice once they graduate? What does preparing the next generation of community health nurses entail?

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