Innovative Models of Practice in Vulnerable Populations: Education on Population-Based Nursing Among Vulnerable Populations

2.50
Hdl Handle:
http://hdl.handle.net/10755/158177
Type:
Presentation
Title:
Innovative Models of Practice in Vulnerable Populations: Education on Population-Based Nursing Among Vulnerable Populations
Abstract:
Innovative Models of Practice in Vulnerable Populations: Education on Population-Based Nursing Among Vulnerable Populations
Conference Sponsor:Western Institute of Nursing
Conference Year:2005
Author:Heilemann, Mary Sue, RN, PhD
P.I. Institution Name:Factor Building, Room 5-252
Title:Assistant Professor
Co-Authors:Dorothy Wiley, Noel Bazini-Barakat
Purpose/Aims: The aim of this pilot study was to describe the effectiveness of a baccalaureate completion program course designed to enhance a sense of competence to analyze and perform population-based public health nursing among vulnerable groups. The structured quarter-long curriculum was based on the use of the Public Health Nursing Practice Model (Smith & Bazini-Barakat, 2002) to work with vulnerable populations that have fewer resources and more risks for increased morbidity and mortality, as outlined by the Vulnerable Populations Model. The Public Health Nursing Practice Model guided assessment, diagnosis, outcome identification, and the planning of interventions among vulnerable groups in Los Angeles County. Course content included rights, politics, laws, and decision-making that led to the greatest amount of service delivery to the largest number of vulnerable groups while introducing the least harm. Background: Registered Nurses complete coursework on public and community health nursing as part of baccalaureate education. A major focus is the health and well-being of vulnerable populations. However, the enormity of large-scale problems encountered by at risk groups such as poverty, health disparities, and lack of access to care cause many students to approach this curriculum with ambiguity and fear of the unknown. A model for population based public health nursing practice, which is in harmony with the themes of social justice and utilitarianism, holds promise as a useful pedagogical tool for enhancing students' sense of competence for working with groups that are vulnerable to greater health risks, lack resources, and experience increased morbidity and mortality. Method: Pre- and post-tests assessing knowledge, interest, and perceptions related to population-based public health nursing among/on behalf of vulnerable groups at the community and systems levels were completed by 21 voluntary participants who were Registered Nurses enrolled in the course. The sample was described with descriptive statistics. Pre and post-test mean scores were compared using T-tests. Qualitative data were analyzed using Grounded Theory techniques. Results: Sense of competence to analyze and perform population-based public health nursing at the community and systems levels, was significantly higher on post tests. Interest in rights, politics, and law was related to sense of competence. Qualitative analysis revealed that the Public Health Nursing Practice Model, mentored clinical experiences, and teaching-learning activities related to implementing the model among at risk groups most helped students understand population based PHN. Implications: A focused curriculum based on the Public Health Nursing Practice Model that incorporates a focus on rights, politics, law, and utilitarian principles, as well as clinical placements in both community-based agencies and district Public Health Nursing offices, improves student interest and sense of competence to perform population based public health nursing with vulnerable groups.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInnovative Models of Practice in Vulnerable Populations: Education on Population-Based Nursing Among Vulnerable Populationsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158177-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Innovative Models of Practice in Vulnerable Populations: Education on Population-Based Nursing Among Vulnerable Populations</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Heilemann, Mary Sue, RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Factor Building, Room 5-252</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mheilema@ucla.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Dorothy Wiley, Noel Bazini-Barakat</td></tr><tr><td colspan="2" class="item-abstract">Purpose/Aims: The aim of this pilot study was to describe the effectiveness of a baccalaureate completion program course designed to enhance a sense of competence to analyze and perform population-based public health nursing among vulnerable groups. The structured quarter-long curriculum was based on the use of the Public Health Nursing Practice Model (Smith &amp; Bazini-Barakat, 2002) to work with vulnerable populations that have fewer resources and more risks for increased morbidity and mortality, as outlined by the Vulnerable Populations Model. The Public Health Nursing Practice Model guided assessment, diagnosis, outcome identification, and the planning of interventions among vulnerable groups in Los Angeles County. Course content included rights, politics, laws, and decision-making that led to the greatest amount of service delivery to the largest number of vulnerable groups while introducing the least harm. Background: Registered Nurses complete coursework on public and community health nursing as part of baccalaureate education. A major focus is the health and well-being of vulnerable populations. However, the enormity of large-scale problems encountered by at risk groups such as poverty, health disparities, and lack of access to care cause many students to approach this curriculum with ambiguity and fear of the unknown. A model for population based public health nursing practice, which is in harmony with the themes of social justice and utilitarianism, holds promise as a useful pedagogical tool for enhancing students' sense of competence for working with groups that are vulnerable to greater health risks, lack resources, and experience increased morbidity and mortality. Method: Pre- and post-tests assessing knowledge, interest, and perceptions related to population-based public health nursing among/on behalf of vulnerable groups at the community and systems levels were completed by 21 voluntary participants who were Registered Nurses enrolled in the course. The sample was described with descriptive statistics. Pre and post-test mean scores were compared using T-tests. Qualitative data were analyzed using Grounded Theory techniques. Results: Sense of competence to analyze and perform population-based public health nursing at the community and systems levels, was significantly higher on post tests. Interest in rights, politics, and law was related to sense of competence. Qualitative analysis revealed that the Public Health Nursing Practice Model, mentored clinical experiences, and teaching-learning activities related to implementing the model among at risk groups most helped students understand population based PHN. Implications: A focused curriculum based on the Public Health Nursing Practice Model that incorporates a focus on rights, politics, law, and utilitarian principles, as well as clinical placements in both community-based agencies and district Public Health Nursing offices, improves student interest and sense of competence to perform population based public health nursing with vulnerable groups.</td></tr></table>en_GB
dc.date.available2011-10-26T20:35:09Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:35:09Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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