Evolution of Experiential Learning Opportunities for Nursing Students After Natural Disaster.

BACKGROUND: Natural disasters, such as Hurricane Harvey, can provide unique hands-on learning experiences for nursing students. METHOD: The University of Texas Health Science Center at San Antonio School of Nursing deployed teams of faculty and students to Rockport, Texas, two to three times per week to provide post-disaster relief following Hurricane Harvey. Each team included a minimum of 10 students and two faculty to provide primary care, prevention, and door-to-door canvassing. Nursing students provided physical examinations, urgent care, vaccines, first aid training, and education. RESULTS: Across 6 months and more than 60 trips, over 200 students (supervised by 12 faculty) successfully delivered care to Rockport residents. This learning experience was invaluable for the nursing students, who expressed that "I felt like a real nurse" and "This is the best experience I have had since I decided to become a nurse." CONCLUSION: This intervention highlights the potential of disaster relief as a unique hands-on educational experience for nursing students. [J Nurs Educ. 2020;59(1):30-33.].

"We didn't forget" Utilizing a Community-Nurse Partnership to Promote Health in Rockport, Texas after Hurricane Harvey.

BACKGROUND: On August 25th 2017 Harvey, a category 4 hurricane, made landfall on the south coast of Texas with heavy winds and rain that severely damaged the seaside town of Rockport. The challenge facing healthcare providers following a natural disaster is timely assessments of community need and available resources. One week later, faculty at the University of Texas Health Science Center San Antonio, School of Nursing (SON) completed a community assessment and developed valuable partnerships. AIMS: Eighteen days after the initial assessment, faculty had secured support from The Children's Health Fund and operationalized strategies to provide disaster relief and experiential learning opportunities for the SON Population Focused Health undergraduate students. MATERIALS & METHODS: The community-as-partner model served as the framework to apply the nursing process to a community in crisis. As the focus shifted to recovery, the team prioritized the need to address long-term consequences for children after a natural disaster. RESULTS: Two educational sessions were designed using an interactive and instructional approach to discuss parental strategies to assess and support children as they navigated through loss after Harvey. DISCUSSION: This community-nurse partnership has endured, and the SON faculty and students continue to travel to Rockport to promote health and provide education to the community.

"Making the Ordinary More Extraordinary": Exploring Creativity as a Health Promotion Practice Among Older Adults in a Community-Based Professionally Taught Arts Program.

PURPOSE: Document psychosocial and mental well-being outcomes across artistic mediums and classes of a community-based, professionally taught arts program for older adults. METHOD: One hundred and thirty-eight students completed pre and post class surveys about expectations/experiences when creating art in four mediums (painting, drawing, mixed media, creative writing). In addition, 162 students composed one-paragraph biographical narratives describing their relationships to art and creative engagement. Text was coded for a priori and emergent themes to identify and explain well-being outcomes. FINDINGS: Results of this new study supported and expanded our earlier model of improved psychosocial and mental well-being due to creative engagement: impact of class-cognitive focus and outcome of class-cognitive focus, happiness as component of mental and social well-being due to creative engagement, and robust sense of calmness during the creative process. CONCLUSION: Results suggest that professionally taught arts programming can contribute to well-being and may contribute to brain health through promoting an enhanced ability to focus. Holistic nursing treats creativity as healing, and results suggest that creative engagement should be a priority in therapeutic programming, and individual counseling for older adults to begin engaging in some form of art making suited to their abilities should be incorporated into nursing practice.

USPSTF perspective on evidence-based preventive recommendations for children.

The development and use of evidence-based recommendations for preventive care by primary care providers caring for children is an ongoing challenge. This issue is further complicated by the fact that a higher proportion of recommendations by the US Preventive Services Task Force (USPSTF) for pediatric preventive services in comparison with adult services have insufficient evidence to recommend for or against the service. One important root cause for this problem is the relative lack of high quality screening and counseling studies in pediatric primary care settings. The paucity of studies limits the development of additional evidence-based guidelines to enhance best practices for pediatric and adolescent conditions. In this article, we describe the following: (1) evidence-based primary care preventive services as a strategy for addressing important pediatric morbidities, (2) the process of making evidence-based screening recommendations by the USPSTF, (3) the current library of USPSTF recommendations for children and adolescents, and (4) factors influencing the use of USPSTF recommendations and other evidence-based guidelines by clinicians. Strategies to accelerate the implementation of evidence-based services and areas of need for future research to fill key gaps in evidence-based recommendations and guidelines are highlighted.

The nurse's role in the prevention of cervical cancer among underserved and minority populations.

Since the implementation of the Papanicolaou test, there has been a significant decline in the incidence of cervical cancer over the last 50 years. Despite this reduction, each year there are approximately 11,000 women in the United States diagnosed with cervical cancer, the second most common type of cancer in women worldwide. Infection with oncogenic human papillomavirus (HPV) is necessary for the development of precancerous lesions and the progression to cervical cancer. For those diagnosed with an HPV infection or cervical cancer, a considerable personal and financial burden often results. Recent analyses estimate that the total direct costs associated with cervical dysplasia and cancer are extensive. Additionally, a patient's quality of life (social, emotional, and sexual functioning) is adversely affected following a diagnosis with an HPV infection or cervical cancer. The data also show disparities in the incidence of cervical cancer and barriers that may contribute to these phenomena in underserved populations. National programs have been implemented and can help reduce the burden of disease, but vaccination against HPV remains the primary method of prevention. In the healthcare field, nurses play many roles, a prominent one being a patient educator. As a result, there is a need to educate nurses about the risks and impact of HPV and cervical cancer. Nurses can be instrumental in educating the public about vaccination and increasing awareness of HPV and cervical cancer among the underserved.