scholarly journals Integration of a community-based engagement model of service learning in a master’s entry nursing program

2019 ◽  
Vol 9 (10) ◽  
pp. 107 ◽  
Author(s):  
Kim Amer ◽  
Elizabeth Aquino ◽  
Jonathan Handrup ◽  
Karen Larimer ◽  
Young Me Lee ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Service Learning ◽  
Community Engagement ◽  
Nursing Program ◽  
Care Needs ◽  
Course Structure ◽  
School Of Nursing ◽  
Working Together ◽  
Future Of Nursing

The future of nursing will include a growing presence in communities with less focus on hospital health care. In response to the need for community health focused learning a five-course community engagement experience model was designed for the master’s entry to nursing practice students in a nursing program. Community Engagement, defined as the process of working together in a collaborative spirit with groups of persons who are affiliated by geographic, special interest, or health care needs (CDC/ASTDR, 2006), is an ideal way for nursing students to fully understand the assets and needs of communities and develop goals for the health care concerns of specific communities. The goals of community engagement are to establish trust between clients, agencies, and the School of Nursing, to then develop mutual goals, enlist needed resources and improve learning and health outcomes in the community. This article describes the leveled objectives and course structure for the implementation of the community engagement pedagogy and model.

Self-authorship developing within the Sinclair School of Nursing students

2016 ◽  
Author(s):  
◽  
Shannon M. B. Breske
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Professionals ◽  
Structured Interview ◽  
Care Needs ◽  
University Of Missouri ◽  
School Of Nursing ◽  
Faculty And Administrators ◽  
The University ◽  
Self Authorship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] There has been increasing interest in transforming education to ensure that graduates are appropriately trained to meet the complex health care needs of the 21st century (Sandars and Jackson, 2015). Faculty and administrators have sought ways to improve their educational programs to better prepare health care professionals (Blue, Mitcham, Smith, Raymond, and Greenberg, 2010; Gillett, 2010; Johnson, 2013). The theoretical framework used throughout this study was Baxter Magolda's (2008) self-authorship theory, which was used to examine the experiences and key influencers of students in the Sinclair School of Nursing. The current research sought to understand the students' experiences and if students have gone through the selfauthorship stages while attending the Sinclair School of Nursing at the University of Missouri. Six student participants and two faculty participants were recruited through purposeful sampling and participated in a semi-structured interview (Merriam, 2009). Through the students' experiences, self-authorship development did occur and five themes emerged. These themes were preceptor, learning, expectations, friendship, and outside activities.

scholarly journals Starting an Older Adult Lecture for First Semester Nursing Students With a Truth or Myth Game

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 14-14
Author(s):  
Lynn Brown ◽  
Pao-feng Tsai
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Nursing Students ◽  
Older Adult ◽  
Care Needs ◽  
Final Exam ◽  
Negative Stereotypes ◽  
First Semester ◽  
Positive Attitudes ◽  
New Information

Abstract False ideas about the physical and psychosocial characteristics of older adults exist in America. It is especially important that nurses are not susceptible to myths and stereotypes as these myths can affect the quality of patient care. For example, some people stereotype older adults as forgetful, disabled, ill, and unable to understand new information. Misconceptions and negative stereotypes are also present in first year nursing students. It is vital that students assess their own attitudes about older adults to form positive attitudes and gain knowledge about aging and health care needs. To achieve this goal, the older adult lecture in a first semester theory and fundamental course begins with a PowerPoint slide presentation asking students to distinguish truths and myths. The truth or myth topics include a) developmental tasks; b) common physiological changes; c) a comparison of delirium, dementia, and depression; and d) addressing health concerns of older adults. Active discussion follows the activity. Seventy to ninety percent of students correctly answered nine of ten questions related to older adult content on the final exam. Considering the increasing number of older adults in the health care setting, nurse educators must dismantle negative stereotypes with creative teaching strategies.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

scholarly journals From “Academic Projectitis” to Partnership: Community Perspectives for Authentic Community Engagement in Health Professional Education

2018 ◽  
Vol 4 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Cathy Kline ◽  
Wafa Asadian ◽  
William Godolphin ◽  
Scott Graham ◽  
Cheryl Hewitt ◽  
...  
Keyword(s):  
Health Care ◽  
Service Learning ◽  
Health Professional ◽  
Community Engagement ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Common Interest ◽  
Health Professional Education ◽  
Community Based

Health professional education (HPE) has taken a problem-based approach to community service-learning with good intentions to sensitize future health care professionals to community needs and serve the underserved. However, a growing emphasis on social responsibility and accountability has educators rethinking community engagement. Many institutions now seek to improve community participation in educational programs. Likewise, many Canadians are enthusiastic about their health care system and patients, who are “experts by lived experience,” value opportunities to “give back” and improve health care by taking an active role in the education of health professionals. We describe a community-based participatory action research project to develop a mechanism for community engagement in HPE at the University of British Columbia (UBC). In-depth interviews and a community dialogue with leaders from 18 community-based organizations working with vulnerable populations revealed the shared common interest of the community and university in the education of health professionals. Patients and community organizations have a range of expertise that can help to prepare health practitioners to work in partnership with patients, communities, and other professionals. Recommendations are presented to enhance the inclusion of community expertise in HPE by changing the way the community and university engage with each other.

scholarly journals Nursing student community engagement barriers, facilitators and satisfaction: Perceptions of community champions

2021 ◽  
Vol 11 (11) ◽  
pp. 81
Author(s):  
Evangeline Chen ◽  
Naun Kim ◽  
Emily Webster ◽  
Claire Bocage ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Community Engagement ◽  
Nursing Student ◽  
Program Improvement ◽  
Community Initiatives ◽  
Program Satisfaction ◽  
Learning Group ◽  
Student Community ◽  
Lack Of Information

Nursing students could benefit professionally by participating in community engagement, but barriers to student involvement in community engagement exist. Community Champions, a nursing student-led, faculty-mentored service-learning group, promotes local outreach and engagement with a variety of community initiatives for nursing students. The purpose of this study was to examine former and current Community Champions perceptions of the barriers and facilitators to participating in community engagement initiatives, as well as their satisfaction with the community engagement initiatives. The study used a 14-item survey, consisting of both Likert-scale items and open-ended questions. Of the 130 Community Champions invited to complete the survey, 40 Community Champions responded (30.8% response rate). Quantitative responses were analyzed using descriptive statistics, and qualitative responses were reviewed for themes to generate future recommendations for program improvement. Respondents rated Community Champions highly and reported personal and professional benefits to community engagement.  Reasons for program satisfaction were synthesized into “opportunities for interactions with diverse community members”, “stress relief”, and “professional development”; reasons for program dissatisfaction were summarized as “disorganization of community sites”, “competing academic priorities”, and “lack of information”. Academic student programs that engage the community can positively impact both the community partners and university students.

THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽  
1950 ◽  
Vol 6 (2) ◽  
pp. 305-316
Keyword(s):  
New York ◽  
Nursing Education ◽  
Los Angeles ◽  
Nursing Program ◽  
School Of Nursing ◽  
Medical College ◽  
Academic Advancement ◽  
Johns Hopkins University ◽  
Health Nursing ◽  
Future Of Nursing

THE first communication is from Dr. Lawrence B. Slobody, Director of the Department of Pediatrics, New York Medical College, and concerns the recent discussion of pediatric education contained in the May and June issues of this column. His comments on the importance of studying and applying scientific educational principles in the teaching of medicine warrant discussion. An aspect of this problem which has been merely hinted at is the question of recognizing teaching ability and teaching effort as well as research as a basis for academic advancement. With this issue we present the first two of three invited communications on the Future of Nursing and Nursing Education. The first two are by Dr. Francis F. Schwentker, Professor of Pediatrics at the Johns Hopkins University School of Medicine, Baltimore, and Miss Lulu K. Wolf, Dean of School of Nursing and Professor of Nursing, University of California at Los Angeles. Next month an article by an administrator of a large public health nursing program will complete the series. These communications have been invited in the hope that they will serve as a stimulant to further comment. The discussion on education has been most interesting and helpful. Curriculum, content, research, physical facilities, and other intergral parts of the medical schools are all important.

An Innovative Role for Nursing Students Within a Student-Run Free Clinic

2017 ◽  
Vol 23 (3) ◽  
pp. 147-151 ◽  
Author(s):  
Julie A. Poore ◽  
Lesley B. Milgrom ◽  
Lisa Edgington
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Patient Navigation ◽  
Shared Vision ◽  
Collaborative Practice ◽  
Nursing Graduates ◽  
Free Clinic ◽  
Patient Centered ◽  
School Of Nursing

Historically, the majority of nurses have been employed by hospitals. However, the changing landscape of health care has seen a shift to other areas of practice. Nursing graduates must be prepared to work collaboratively with a shared vision that is patient-centered and team-oriented. To better prepare students for collaborative practice, a School of Nursing developed a course for senior level nursing students that included a clinical experience within a student-run free clinic. Nursing students were able to enhance clinic services by providing health screening, patient navigation, patient education, health coaching, and patient follow-up.

Nurse Prescribing in Mental Health Care: What can the USA teach us?

2004 ◽  
Vol 1 (4) ◽  
pp. 1-6 ◽  
Author(s):  
S. Hemingway ◽  
M. McAllister ◽  
K. Bailey ◽  
K. Coates ◽  
S. Mitchell ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Local Area ◽  
Care Needs ◽  
Educational Preparation ◽  
School Of Nursing ◽  
Nurse Prescribing ◽  
The Usa ◽  
The Uk

SummaryNurse Prescribing in mental health care is now a reality. As part of a long-term plan to introduce the prescribing role for mental health nurses in the local area, Doncaster and South Humber Health Care Trust and the School of Nursing and Midwifery at the University of Sheffield conducted a study tour of centres well established in the clinical practice and educational preparation for prescriptive authority for nurses. The findings from the visit are explored, for example: a) how is a competence in prescribing achieved by nurse, b) what is the educational delivery needed to prepare the potential prescriber? Insights are offered based on the provision of care by nurse prescribers in the states of Massachusetts and Connecticut that we visited. These are then discussed in the context of the future development of this role, which is now being introduced as an innovation aimed at meeting the mental health care needs of patients in the UK.

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