19.00
Hdl Handle:
http://hdl.handle.net/10755/621951
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
How to Embrace (and Love?) Community Engagement
Other Titles:
Service Learning in Nursing Education
Author(s):
Wholeben, Melissa A.; Ellis, Carla J.
Lead Author STTI Affiliation:
Delta Kappa
Author Details:
Melissa A. Wholeben, PhD, RN, Professional Experience: Emergency Room Nurse for 5 years, Undergraduate Community Clinical & Simulation Faculty for 10 years, Community Practicum Course Manager 3 years, RN-BSN Director 2 years Author Summary: Melissa has been an instructor in Community Nursing for 10 years, 3 of those years in a Course Manager position. She helped create and implement a full nursing education section in a biannual city health fair. In addition, she has been the Director of the RN-BSN program for 2 years. Currently, she is the president of the local STTI chapter-Delta Kappa & the conference delegate.
Abstract:

Identify the teaching challenge

As healthcare moves into the 21stcentury, it is vital that educators create learning environments that give students the opportunity to practice what they have learned in didactic. However, with the major influx of students in clinical sites, it has become necessary to think outside the box for potential community opportunities. In addition there is content overload to contend with and the pressure from outside stakeholders and accreditation bodies to create service learning education opportunities. Trying to incorporate these educational goals creates some challenges in creating projects that incorporate these demands. Health Fairs and other community engagement projects are time consuming and demanding but there is a great deal of literature on how to attack this endeavor with great success in all your goals.

What have you learned from conferences, online sources about your challenge?

Research has shown us that it is important to incorporate classroom learning with an opportunity to practice. In addition, it is important to present an environment that not only promotes ‘learning in the form of practice’ but also gives the students a feeling of pride and accomplishment in their ability to help others. Health fairs are one way in which the community is engaged and can promote excellent communication skills in nursing students. Planning health fairs seems daunting but is well used and researched on how to create a successful one. Putting the health fair into a project format is a active learning tool to promote concepts in almost any course/clinical objective.

Describe the intervention

By partnering with local TV stations, and interdisciplinary teams, our senior students have had the opportunity to provide healthcare in the form of prevention teachings and screenings to the El Paso community. The students determine the leading health concerns for the El Paso region; research best practice measures by means of Evidence Based Practice; and present the material using the domains of learning (cognitive, affective and psychomotor), using primary, secondary and tertiary prevention strategies. We hope to present the ways in which this can be produced in any course to meet your objectives as well as all stakeholders.

Qualitative and/or Quantitative feedback

The students have provided overwhelmingly positive comments of “I was able to teach the participant about diabetes and strategies to stay healthy” and “It was amazing to see how many people came to the health fair to get screened for Blood Pressure and Height/Weight/BMI”. "I felt I made a difference" As a personal observation, it is rewarding to see the students become excited about community health and present their knowledge to the community in a form of wellness project. Addressing the possibility of burn out in this endeavor due to the work of developing this sort of project will also be discussed.

Future Plans

Next steps would be to create even more “real world” application by partnering with local hospitals and disciplines within the UTEP community to assist in producing a Community Needs Assessments on a local Colonia to assist in getting health care assistance there. Also a possibility is for student participation in research, partnering with graduate programs to produce real world information. The literature is rich in the possibilities of where these can go after you dip your feet in the process.

Keywords:
community health nursing; senior nursing students; service-learning
Repository Posting Date:
19-Jul-2017
Date of Publication:
19-Jul-2017
Other Identifiers:
INRC17H01
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleHow to Embrace (and Love?) Community Engagementen_US
dc.title.alternativeService Learning in Nursing Educationen
dc.contributor.authorWholeben, Melissa A.en
dc.contributor.authorEllis, Carla J.en
dc.contributor.departmentDelta Kappaen
dc.author.detailsMelissa A. Wholeben, PhD, RN, Professional Experience: Emergency Room Nurse for 5 years, Undergraduate Community Clinical & Simulation Faculty for 10 years, Community Practicum Course Manager 3 years, RN-BSN Director 2 years Author Summary: Melissa has been an instructor in Community Nursing for 10 years, 3 of those years in a Course Manager position. She helped create and implement a full nursing education section in a biannual city health fair. In addition, she has been the Director of the RN-BSN program for 2 years. Currently, she is the president of the local STTI chapter-Delta Kappa & the conference delegate.en
dc.identifier.urihttp://hdl.handle.net/10755/621951-
dc.description.abstract<p><strong>Identify the teaching challenge</strong></p> <p>As healthcare moves into the 21<sup>st</sup>century, it is vital that educators create learning environments that give students the opportunity to practice what they have learned in didactic. However, with the major influx of students in clinical sites, it has become necessary to think outside the box for potential community opportunities. In addition there is content overload to contend with and the pressure from outside stakeholders and accreditation bodies to create service learning education opportunities. Trying to incorporate these educational goals creates some challenges in creating projects that incorporate these demands. Health Fairs and other community engagement projects are time consuming and demanding but there is a great deal of literature on how to attack this endeavor with great success in all your goals.</p> <p><strong>What have you learned from conferences, online sources about your challenge?</strong></p> <p>Research has shown us that it is important to incorporate classroom learning with an opportunity to practice. In addition, it is important to present an environment that not only promotes ‘learning in the form of practice’ but also gives the students a feeling of pride and accomplishment in their ability to help others. Health fairs are one way in which the community is engaged and can promote excellent communication skills in nursing students. Planning health fairs seems daunting but is well used and researched on how to create a successful one. Putting the health fair into a project format is a active learning tool to promote concepts in almost any course/clinical objective.</p> <p><strong>Describe the intervention</strong></p> <p>By partnering with local TV stations, and interdisciplinary teams, our senior students have had the opportunity to provide healthcare in the form of prevention teachings and screenings to the El Paso community. The students determine the leading health concerns for the El Paso region; research best practice measures by means of Evidence Based Practice; and present the material using the domains of learning (cognitive, affective and psychomotor), using primary, secondary and tertiary prevention strategies. We hope to present the ways in which this can be produced in any course to meet your objectives as well as all stakeholders.</p> <p><strong>Qualitative and/or Quantitative feedback</strong></p> <p>The students have provided overwhelmingly positive comments of “I was able to teach the participant about diabetes and strategies to stay healthy” and “It was amazing to see how many people came to the health fair to get screened for Blood Pressure and Height/Weight/BMI”. "I felt I made a difference" As a personal observation, it is rewarding to see the students become excited about community health and present their knowledge to the community in a form of wellness project. Addressing the possibility of burn out in this endeavor due to the work of developing this sort of project will also be discussed.</p> <p><strong>Future Plans</strong></p> <p>Next steps would be to create even more “real world” application by partnering with local hospitals and disciplines within the UTEP community to assist in producing a Community Needs Assessments on a local Colonia to assist in getting health care assistance there. Also a possibility is for student participation in research, partnering with graduate programs to produce real world information. The literature is rich in the possibilities of where these can go after you dip your feet in the process.</p>en
dc.subjectcommunity health nursingen
dc.subjectsenior nursing studentsen
dc.subjectservice-learningen
dc.date.available2017-07-19T19:35:39Z-
dc.date.issued2017-07-19-
dc.date.accessioned2017-07-19T19:35:39Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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