ABSTRACT
The increased publicity of mass shootings and the COVID-19 pandemic have fueled American demand for firearm purchases. Firearm violence has largely been blamed on people with mental illnesses instead of firearm accessibility, despite the lack of population-level evidence associating mental illness with firearm violence perpetration. We support interventions and policies to limit firearm access in homes, schools, and by all intimate partners who have been convicted of domestic abuse. We advocate for restrictions on the civilian purchases of semi-automatic rifles and large capacity magazines. Finally, we call for research addressing firearm violence as an environmental and structural issue, not an intrapersonal one.Key Take Away Points [list] [list] [list_item] Despite worsening mental health outcomes among American youth, there is little population-based evidence supporting an association between firearm violence perpetration and mental illness. [/list_item] [list_item] Firearm accessibility increases the risk for firearm violence and injuries. [/list_item] [list_item] Preventing school shootings requires both promotion of socio-emotional learning and restrictions of firearm sales from young civilians. [/list_item] [list_item] Provisions in the Bipartisan Safer Communities Act to regulate access to firearms is an initial step to reducing firearm violence. [/list_item] [list_item] Long-term reductions in firearm violence require structural approaches to improve social determinants of health. [/list_item] [/list]
ABSTRACT
AIM: To discuss the virtual learning strategies used in population health nursing course during the coronavirus disease 2019 (COVID-19) pandemic. BACKGROUND: The School of Nursing faculty in a South Central University in the United States quickly combined innovation with digital resources and transitioned a course in population health during the COVID-19 pandemic. Nursing faculty were challenged to develop student nursing objectives in assessment, planning, intervention and evaluation of vulnerable populations in the community through a virtual environment. REFLECTIONS OF POPULATION HEALTH NURSING CLINICAL EDUCATION: The experiences of five clinical groups are described, covering adults with disabilities, older people, patients with COVID-19 and youth populations. DISCUSSION: The course objectives were met through use of a digital environment. Collaborative interventions were designed and implemented with community stakeholders while maintaining social distancing policies. Successes included increased frequency of communication and learning opportunities for students and the community, and student satisfaction. Barriers to student learning were not related to the digital learning environment, although the older adults required modifications to use electronic devices. CONCLUSION: Virtual classrooms are a viable platform to teach population health nursing and to benefit vulnerable populations. IMPLICATIONS FOR NURSING PRACTICE: Virtual learning offers benefits within academia and the community. Technology offers the possibility to improve mental health among older people and enhance knowledge among the general population. Students are better able to connect with clinical faculty and stakeholders through digital platforms. IMPLICATIONS FOR NURSING POLICY: Nurses play a vital role in improving population health and can collaborate with community stakeholders to implement innovative and sustainable solutions to nursing education, practices and policy. Digital platforms can enhance the involvement of students through these collaborations during and after the pandemic.