RESUMO
This paper provides a useful tool for the undergraduate community/public health nursing (C/PHN) faculty member to design courses and learning activities, and to interpret C/PHN education needs to undergraduate curriculum committees and administrators. Specifically, this paper provides a tangible bridge between the Public Health Nursing Competencies (Quad Council of Public Health Nursing Organizations, 2004) and the Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (2000) for both didactic and clinical learning experiences. The tables may be used in multiple ways, including curriculum monitoring and improvement, course development and instructional design, clinical practice planning, and as a foundation for evaluation of conceptual learning and practice competence for the C/PHN generalist. Because C/PHN experiences in undergraduate education are unique and context based, the tables exemplify how two key guiding documents mutually frame the C/PHN educational experience supported by specific learning activities. Further, at a minimum, MSN preparation as a C/PHN specialist is clearly necessary for the teaching and learning of baccalaureate curricular components of C/PHN.
Assuntos
Competência Clínica/normas , Currículo , Bacharelado em Enfermagem/organização & administração , Papel do Profissional de Enfermagem , Enfermagem em Saúde Pública/educação , Enfermagem em Saúde Pública/organização & administração , Administração de Caso , Planejamento em Saúde Comunitária , Continuidade da Assistência ao Paciente , Diversidade Cultural , Planejamento em Desastres , Gerenciamento Clínico , Saúde Ambiental/educação , Epidemiologia/educação , Saúde Global , Humanos , Aprendizagem , Modelos Educacionais , Modelos de Enfermagem , Avaliação em Enfermagem , Informática em Enfermagem/educação , Guias de Prática Clínica como Assunto , Desenvolvimento de Programas , Enfermagem em Saúde Pública/ética , Ensino/organização & administração , Estados UnidosRESUMO
Nurse educators and potential employers of baccalaureate nursing graduates are challenged by the constant change in health care today. This change mandates competencies for professional nursing practice that preserves the relevant and useful skills and knowledge of the past, yet incorporates skills and knowledge for practice today and in the future. As in previous eras of health system change, identifying essential knowledge and competencies for baccalaureate graduates must begin by collaboration between nursing education and nursing service. This article reports the work of a task force of nurse educators whose charge was to revise "The Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing". An overview of their experience is presented with the aim of contributing to current best thinking between one nursing specialty organization and the American Association of Colleges of Nursing.
