Expanding horizons: innovations in community health nursing education

Application of this learning process (problem assessment, program planning, intervention, and evaluation) at the aggregate level, was a creative, enjoyable, growth producing experience for the senior nursing students. It is a process that is not only useful in the local community, but also prepares nurses for working at county, state, and national levels. They learn to make valid observations and firm decisions, to carry out actions, to overcome obstacles, to alter behavior, and to evaluate results. It does not replace other practices and former services of community health nursing, but complements them. There exists a tremendous potential for nurses in planning health care, already being realized in many settings. Certainly grass roots communities, rural populations and urban neighborhoods are in the highest need of creative, effective health programs that take into account the total population. Given such creativity, it is possible by the year 2000, that the Community Health Nurse may become a combination medical advisor, health instructor, community leader, playwright, photographer, author and television director; certainly a captivating career for people of the New World.     

A community health service-learning roundtable: nursing education partnership for community health improvement

This article describes the formation of a campus-community partnership that focused its efforts on a single vulnerable community within an urban setting. Challenges that were faced and how those challenges were engaged to maintain a viable serving and learning presence within the community are discussed. Previous insights from similar articles are reinforced, and new insights for future work are highlighted. This article and similar articles are creating a body of knowledge about the practical aspects of creating and maintaining partnerships, which can provide guidance for those who wish to duplicate partnerships in other situations and also contribute to data sets of experiences from which theories on this kind of human relating can be formed, challenged, or validated.     

Community development: theoretical and practical issues for community health nursing in Canada

Despite the importance currently given to community development as an increasingly significant role for community nurses, there is little analysis of the role in the nursing literature This paper provides background information on the historical origins of community development work through an extensive review of the literature As well, four models of community development are synthesised from literature in sociology, social psychology, education and political science These include economic development models, education models both formal and informal, confrontational models, and empowerment models Each is discussed, and the relevance for community health nursing practice is critiqued Finally, issues which may arise when community health nurses attempt to practice within a community development model are discussed Issues are examined related to the structures of organizations in which nurses work, characteristics of nurses themselves, and the communities which nurses serve The argument is advanced that despite the pitfalls and problems, this new role shows promise as an important mechanism for community health nurses to promote the community's health However, much additional work will be needed to test out models for community development in actual practice Evaluation of the role will also be important to determine the degree to which it can be implemented and the resultant health outcomes for the population     

Developing community partnerships in nursing education for children's health

Community partnerships are central to educating nurses and providing much-needed services to underserved children in Baltimore City. Johns Hopkins University School of Nursing (JHUSON) collaborates with Head Start programs and a local elementary school for faculty practice and child-health clinical Service Learning experiences. At local Head Start programs, undergraduate nursing students annually screen > 1000 children for height, weight, hearing, vision, and blood pressure. Results are sent to parents with referral information if indicated. In addition, graduate and baccalaureate nursing students implement skills and knowledge learned in the classroom in a nurse-run clinic in a local elementary school, a faculty practice site. The Service Learning community partnerships benefit nursing students because they can apply principles of growth and development while providing important health screening to children in underserved populations. All students gain from practicing in the community and applying their classroom instruction to the care of children.     

Community resiliency: the potential for community health nursing theory development

There is insufficient theory development within community health nursing that addresses the community as a collective and not simply as groupings of aggregates. Conceptual clarification of nursing's domains is needed, however, before theory development can take place. In an attempt to rectify this situation, this article discusses the environment domain. Community resiliency, or the ability of a community to deal with adversity and in so doing reach a higher level of functioning, is presented as a useful framework to gain greater understanding of this particular domain. Findings from research that have resulted in a community resiliency model for describing the environment domain, within which rural-based community health nurses (CHNs) work, are presented. The relevance for community health nursing theory is included with recommendations for future research and subsequent theory development.     

体验式健康教育在孕产妇社区护理中的应用

目的探讨体验式健康教育在孕产妇社区护理中的应用方法和效果。方法根据随机数字表法将150例首次怀孕的孕产妇分为对照组和观察组,每组各75例,对照组采用传统健康教育方法,观察组在传统健康教育方法的基础上进行体验式教学。分娩后2周了解两组孕产妇母婴保健知识知晓情况和产后抑郁症发生情况。结果观察组母婴保健知识知晓率高于对照组、产后抑郁症发生率低于对照组,两组比较,差异均有统计学意义(P0.01)。结论体验式健康教育可提高孕产妇母婴保健知识水平,降低产后抑郁症发生率。     

健康教育在社区卫生服务中的应用

随着医学模式、疾病谱、死亡谱、年龄谱的转变发展,与社会心理和行为因素相关的慢性非传染性疾病(以下简称慢性病)的危害日益严重[1]。而社区卫生服务作为满足人民群众健康需求的一个有效途径,健康教育作为一种新的知识服务体系,是社区卫生服务六大功能之重要部分,已成为医学中     

Undergraduate community health nursing education in a neighborhood settlement house.

Undergraduate community health nursing faculty are continually challenged to find appropriate clinical placements. Prior to using an inner-city neighborhood settlement house as a clinical site, traditional public health and home-care agencies provided clinical placements for senior baccalaureate nursing students. The settlement house had several programs but did not have a traditional nursing department. A 14-item questionnaire was developed to examine student (N = 30) perceptions of the opportunities for course objectives to be met and student attitudes and beliefs regarding the settlement-house placement. The majority of the students agreed that the learning experiences at the settlement house provided opportunities to meet course objectives. Findings indicated that students who considered the neighborhood safe are more apt to recommend the clinical placement to other students (p < .01). Those students who believe that professional nursing services can help improve the health of people who live in the inner city are more apt to say, "This experience changed my beliefs regarding people who live in an inner-city neighborhood" (p < .01).     

Community health nurses' knowledge of Lyme disease: implications for surveillance and community education

A statewide assessment was conducted to determine the general knowledge and professional practices about Lyme disease (LD) of local health department nurses. The study sample included 226 nurses practicing in 80 health departments in Indiana. Data were collected using a self-administered questionnaire and analyzed using group independent t tests. Findings showed that nurses were most knowledgeable about personal protection against LD and least knowledgeable about symptoms, case definition, and reporting criteria. Nonbaccalaureate degreed nurses scored significantly higher on questions about LD than the baccalaureate or master's prepared nurses. Results point to the need for better dissemination of LD information among public health nurses, expanded LD education for the public, and further development of LD surveillance activities.     

大专护理教育中的社区护理教学

社区护理教育是护理教育的新课题。作通过《社区护理》理论大专课程的讲授实践,对学习目标、教学内容、见习安排以及教学评价进行探讨。体会到教师要不断提高自身素质,充分发挥老师与学生的主观能动性,才能提高教学质量;提高学生的综合分析能力和独立工作能力是社区护理教育的重要内容;注重教书育人是培养适应护理学发展的未来人才的关键。     

大专护理教育中的社区护理实践

目的 探索大专社区护理实践教学。方法 我院在原有课程设置的基础上增设了《社区护理》,其中理论24学时,实习30学时。结果 通过理论和实践的培养,提高了护生开展社区护理的兴趣,增强了护生从事社区服务的能力。结论 大专社区护理教育应积极开展实践教学。