Population Health Projects: An Innovative Teaching Strategy for Baccalaureate Nursing Education.

The American Association of Colleges of Nursing (AACN) Core Competencies for Professional Nursing Education (2021) include a Population Health domain. Future nurses well-versed in the social determinants of health are poised to be leaders, creating change to improve the lives of vulnerable populations. The Population Health Project (PHP) is an innovative learning experience, immersing student nurses in authentic interactions that impact the communities they partner with. Baccalaureate nursing students, during their Population Health course, work in groups to produce innovative, community-focused PHPs, successfully incorporating the AACN competencies. Students identify issues impacting the wellbeing of their assigned population; these issues become the focus of their PHP. They engage with community stakeholders, including their patients, policy makers, and community partners to develop evidence-based and sustainable projects. PHPs focus on reducing health disparities and address priorities important to communities, including concepts of diversity, inclusion, and equity. Examples of long-term impacts of PHPs include: legislative change - a new law mandating pharmacies provide prescription labels in a language the patient can understand; innovative policies - initiating efforts to create a hospice for unhoused patients; and new service provision programs - teaming with a fire department to co-develop a home-visiting program to reduce non-emergent 911 calls.

Moral distress in public health practice: Case studies from nursing education.

Moral distress in critical care nursing has been well studied; however, there is a gap in the literature related to moral distress among nurses and nursing students practicing in the community. This paper describes moral distress experienced during participation in the Interprofessional Care Access Network, a community-based nurse-led education and practice program providing longitudinal care coordination for underserved individuals and families in rural communities and urban neighborhoods. Two case studies represent client situations resulting in moral distress for nursing faculty and students. Contributing factors include unaddressed social determinants creating barriers to health and health care; inexperience and discomfort with people living in extreme poverty; lack of access to critical services for the most vulnerable; and powerlessness to influence discriminatory systems. Strategies are described to reduce moral distress and build moral resilience among students and faculty practicing in the community. Research is needed to expand understanding of causes, interventions, and consequences of moral distress in public health nursing.

"Having a Normal Life": A Qualitative Study on Client Goal-Setting Within a Health Care and Social Needs Navigation Program.

Client goals within healthcare and social needs navigation programs are neither well understood nor incorporated into ambulatory care practices. This study provides a qualitative analysis of client-established goals within the Interprofessional Care Access Network (I-CAN), a community-based health care and social needs navigation program. One hundred eleven client goal lists were analyzed using conventional content analysis. Twenty-two codes were developed and grouped into 4 main categories including Physical/Mental Health, Social/Social Services, Health Care System, and Daily Living. The results of this study offer insight into client goals within health care and social needs navigation programs and provide suggestions for future research.

Incorporating Group Interviews Into Holistic Review in Baccalaureate Nursing School Admissions.

Holistic review in admissions considers an applicant's background and experience in combination with academic achievement. In order to evaluate baccalaureate nursing school applicants more holistically, a school of nursing added group interviews as part of the admissions process. The school's Admission and Progression Committee consulted with other schools, developed interview questions, and implemented a strategy to interview applicants. Results of this process were high levels of candidate and faculty satisfaction and enrollment of a diverse cohort of students with a high preadmission grade point average. Areas for improvement and further research are discussed.