A Team-Based Practicum Bringing Together Students Across Educational Institutions and Health Professions.

Objective. To assess student perceptions of teamwork during an interprofessional exercise and to evaluate if students could identify domestic violence through a standardized patient interview. Design. Medical, pharmacy, nursing, physical therapy, and social work students were assigned to teams to interview and examine a patient with a "cut on the hand" later revealed a result of domestic violence. They also practiced suturing technique and developed a patient care plan. A postexercise survey was administered. Assessment. From 70% to 94% of students surveyed agreed or strongly agreed, respectively, that their responsibilities were clear. All (100%) recognized the benefits of team-based care. Only 38% of the medical students reported team members providing insight into domestic violence, and 52% did not recognize team members as resources for these cases. Conclusion. Students gained perspective of knowledge and responsibilities of each team member. However, the results suggest further enhancements of curriculum related to domestic violence are needed.

Political astuteness of baccalaureate nursing students following an active learning experience in health policy.

OBJECTIVES: To describe changes in political astuteness after baccalaureate nursing student participation in a series of public policy learning activities. DESIGN AND SAMPLE: This one-group pretest/posttest design included 300 undergraduate nursing students enrolled in the public/community health nursing course. Data collection occurred each semester beginning spring 2008 and ending summer 2011. MEASURES: The Political Astuteness Inventory (PAI) was used to compare levels of political astuteness and to identify conceptual factors contributing to political involvement prior to and at the completion of the public policy learning activities. INTERVENTION: The public policy learning activities were a central clinical component of the senior level public/community health nursing course. These activities included information sessions at the State Department of Health and State House, a legislative assignment, and a public policy group project. RESULTS: After participating in the public policy learning activities, students' political astuteness mean scores significantly increased (p = .000). Participation in professional organizations and knowledge of the legislative and policy processes significantly predicted posttest political involvement (p = .000). CONCLUSION: The PAI was a useful outcome measure for the public policy activities. Active learning experiences in public policy can increase the knowledge and skills that future nurses need to influence public policy.