Using Business Plan Development as a Capstone Project for MPH Programs in Canada: Validation Through the Student Perspective

Master of Public Health (MPH) programs have been developed across Canada as a response to the need for adequately trained individuals to work in the public health sector. Educational institutions that deliver MPH programs have a responsibility to ensure that graduates of their program have the essential knowledge, skills and attitudes to begin a successful career in public health. The Public Health Agency of Canada has created the core competencies for public health to guide the development, delivery and evaluation of MPH programs. In Canada, a capstone project is the recommended method of evaluating the MPH graduate’s ability to demonstrate proficiency in the public health core competencies. A business plan that develops the framework for a public health program is an ideal capstone project currently used in practice within the University of Guelph MPH program. This group assignment incorporates all 36 of the public health core competencies while providing students with a real-world public health experience, and should be considered for inclusion within MPH programs across Canada. Business planning provides students the opportunity to engage in practice-based learning, applying theoretical knowledge to practice. Further, the ability to develop realistic but financially feasible public health problems is an invaluable skill for MPH graduates. As the development of programs becomes more restricted and the continuation of other programs are under constant threat, the ability to develop a sound business plan is a required skill for individuals entering the public health sector, and will ensure students are able to maximize outcomes given tight fiscal budgets and limited resources.     

Partners in action: a public health program for baccalaureate nursing students

Because of the current state of health systems changes and bioterrorist threats, the time is ripe for expanded community-based partnerships. The project described in this article, titled Partners in Action: University of Delaware and Delaware Division of Public Health, created a replicable academic-public health partnership. This new partnership developed undergraduate public health nursing clinical experiences and addressed the documented public health resource and service needs across the state of Delaware. Twenty-six students and 20 public health staff participated in the Partners in Action program over 2 semesters. Important public health services were delivered while students developed critical public health skills and received academic credit for their work. Public health preceptors, staff, nursing students, and faculty met on a regular basis for focus groups and public health in-services, using classroom, video, and Web-based formats. Partners in Action targeted medically underserved areas and offered health education and disease screenings. Community-based organizations and residents worked with students, faculty and public health staff to develop, implement, and evaluate this partnership. Partners in Action's evaluation included formative and summative measures. Partners in Action outcomes can serve as a blueprint for the replication of such programs at other schools of nursing.     

Preparing currently employed public health nurses for changes in the health system

OBJECTIVES: This article describes a core public health nursing curriculum, part of a larger project designed to identify the skills needed by practicing public health workers if they are to successfully fill roles in the current and emerging public health system. METHODS: Two focus groups of key informants, representing state and local public health nursing practice, public health nursing education, organizations interested in public health and nursing education, federal agencies, and academia, synthesized material from multiple sources and outlined the key content for a continuing education curriculum appropriate to the current public health nursing workforce. RESULTS: The skills identified as most needed were those required for analyzing data, practicing epidemiology, measuring health status and organizational change, connecting people to organizations, bringing about change in organizations, building strength in diversity, conducting population-based intervention, building coalitions, strengthening environmental health, developing interdisciplinary teams, developing and advocating policy, evaluating programs, and devising approaches to quality improvement. CONCLUSIONS: Collaboration between public health nursing practice and education and partnerships with other public health agencies will be essential for public health nurses to achieve the required skills to enhance public health infrastructure.     

Evaluating the impact of the Management Academy for Public Health: developing entrepreneurial managers and organizations.

The Management Academy for Public Health is a management development program with the goals of helping public health managers learn to manage people, data, and finance, to think and plan like entrepreneurs, and to strengthen public health organizations. Managers enroll as teams and develop business plans in the Academy's extensive project-based learning component. Extensive internal and external evaluation shows that the program improves managers' knowledge, skills, and confidence in key curriculum areas; that participants apply many of the skills in their jobs; that many of the business plans receive funding, resulting in new public health programs; that the training experience helped agencies respond and plan after September 11, 2001; and that many participants report beginning to think more like entrepreneurs through activities like teaming, partnering, innovating, negotiating, finding funds, and generating revenue. The program demonstrates that robust training including extensive work-based project work with coaching can help public health managers gain many skills needed for the drive to "reinvent" government.     

Enhanced undergraduate public health nursing experience: a collaborative experience with the Kentucky Department for Public Health

The Kentucky Department for Public Health and the University of Kentucky College of Nursing entered into a collaborative partnership to provide an enhanced public health nursing experience for a select group of undergraduate students. The purpose of the project was to strengthen the public health nursing practices component of the baccalaureate nursing program in the College of Nursing at the University of Kentucky. The objectives of the project related to planning, implementing, and evaluating of this program in partnership with the Kentucky Cabinet for Health Services, State Health Department in Frankfort, Kentucky. The selected baccalaureate students were paired with a preceptor and a state, local, or district public health agency with an identified need in the student's area of interest. The students participated in a mentoring experience with a practicing public health nurse consultant. The experience afforded the students an opportunity to interact at both the practice and policy development levels. An ongoing partnership developed between the state health department, local health departments, and the college of nursing. This partnership led to ongoing practicum placements for students, beneficial for both the health departments and the college of nursing.     

Public health nursing within core public health functions: "back to the future".

This article defines the role of public health nursing within the core public health functions and health care reform. It discusses the process used in Washington State to define the core public health functions and the development of the Public Health Improvement Plan. It further articulates how the core functions work was built upon to develop a futuristic public health nursing model that incorporates population-based services. The article concludes by discussing some of the challenges and barriers to implementation of the model, yet assuring that public health nursing has a role in public health practice well into the 21st century.     

Teaching public health: an innovative method using computer-based project work

Restructuring of training in public health in the Hungarian medical schools is being undertaken in the context of a major European Union tempus Joint European Project. Under the aegis of this project a common core curriculum of public health has been developed. As part of the implementation of the curriculum, new approaches to learning are being explored that should enable students to appreciate the nature and magnitude of the major challenges to public health in Hungary and promote the development of their analytic, interpretative and presentational skills. One of the approaches is based on the individual preparation of reports on important public health issues, making use of secondary data from electronic databases (WHO HFA/PC and OECD Health Data) and traditional printed sources (annuals). This method called 'computer-based project work' was introduced in Debrecen in 1992–1993 with a secondary objective to develop basic computing skills. The initial experiences of introducing computer-based project work to the curriculum have been positive. This paper describes a practical example of the implementation of innovative approaches to teaching in a highly traditional setting in Central Europe, and one that provides ideas and encouragement to those facing similar problems in the countries of Central and Eastern Europe and the former Soviet Union.     

The Management Academy for Public Health: a new paradigm for public health management development.

Research has established a need to develop management skills among public health professionals. The University of North Carolina-Chapel Hill created the Management Academy for Public Health as a pilot program for this specialized training need. This article describes why a management academy for public health managers was formed, its curriculum and instructional methods, and the evaluation findings from its first year. The program sponsors hope to effect individual and organization level change, eventually leading to improved community health. Results suggest that this innovative program gives public health professionals needed skills and improves their job performance.     

Public health nurses for Virginia's future: a collaborative project to increase the number of nursing students choosing a career in public health nursing

A shift in the role of public health practice in the United States to population-focused care, together with demographic shifts increasing the diversity and age of the population, has created a need for a public health workforce more highly skilled in community and population-based practices. Despite this need, few changes have been made in the pattern of field placements for nursing students, in part because many public health nurses in population-focused roles are unfamiliar with models of successful student fieldwork in their areas.We describe the Public Health Nurses for Virginia's Future project, a successful project undertaken by nurse educators and public health leaders to increase the number of highly qualified graduates working in state and local health departments.     

Public health skills in primary care in South West England--a survey of training needs, obstacles and solutions.

The UK government is moving primary care towards a more health needs led service. This will require a greater awareness of public health skills among primary care staff. We therefore sent a postal questionnaire to the chairmen of primary care groups (general practitioners), the chief officers of primary care groups, directors of public health, nurse advisors of health authorities, directors of community nursing and directors of midwifery in the South West region of England. Respondents were asked about skills in health needs assessment, health service planning and other public health skills among general practitioners, health visitors and midwives. The survey also covered perceived obstacles to the acquisition of such skills and possible solutions. The response rate was 67% (96/143). Eighty percent of primary care groups returned at least one reply. Sixty-four percent had either not considered the problem or considered it but not acted. Fifty percent of directors of public health felt that they could not provide more training to non-specialist staff. Most organisations provided little training in public health skills to non-specialist staff despite a perceived skill shortage particularly in health promotion, advocacy and the evaluation of the effectiveness and efficiency of services. We conclude that primary care groups and public health departments need to agree how to access public health advice. Primary care groups need to identify individuals with an interest in strategic working and service planning, identify their skill deficits and seek appropriate training.     

Peer Reviewed: Designing Competencies for Chronic Disease Practice

Introduction

Competencies are the cornerstone of effective public health practice, and practice specialties require competencies specific to their work. Although more than 30 specialty competency sets have been developed, a particular need remained to define competencies required of professionals who practice chronic disease prevention and control. To that end, the National Association of Chronic Disease Directors (NACDD) engaged a group of stakeholders in developing competencies for chronic disease practice.

Methods

Concept mapping was blended with document analysis of existing competencies in public health to develop a unique framework. Public health experts reviewed the results, providing extensive and richer understanding of the issues.

Results

The final product presents an integrated picture that highlights interrelationships among the specific skills and knowledge required for leading and managing state chronic disease programs. Those competencies fall into 7 clusters: 1) lead strategically, 2) manage people, 3) manage programs and resources, 4) design and evaluate programs, 5) use public health science, 6) influence policies and systems change, and 7) build support.

Conclusion

The project yielded a framework with a categorization scheme and language that reflects how chronic disease practitioners view their work, including integrating communications and cultural competency skills into relevant job functions. Influencing policies and systems change has distinct relevance to chronic disease practice. We suggest uses of the competencies in the field.     

浅议卫生技术人员的概念界定

卫生技术人员的概念应作狭义、广义、最广义的区分。狭义的卫生技术人员指取得国家行政许可,掌握医药卫生知识和技能,以提供诊断治疗、公共卫生、药剂、护理服务为职业的人员;广义的卫生技术人员指取得国家行政许可或所在卫生机构认可、掌握相关专业技术知识和技能、以专业技术工作为职业的人员：最广义的卫生技术人员指所有从事卫生技术工作的人员。     

Web-based technical assistance and training to promote community tobacco control policy change

In 1998 the tobacco industry was released of claims that provided monetary relief for states. A significant expansion of tobacco control activity in many states created a need to develop local capacity. Technical assistance and training for new and experienced staff became a significant challenge for tobacco control leadership. In Colorado, this challenge was addressed in part through the development of a technical assistance and training Web site designed for local tobacco control staff and coalition members. Researchers, technical Web site development specialists, state health agency, and state tobacco control coalition staff collaborated to develop, promote, and test the efficacy of this Web site. The work group embodied a range of skills including tobacco control, Web site technical development, marketing, training, and project management. Persistent marketing, updating of Web site content, and institutionalizing it as a principal source of information and training were key to use by community coalition members.     

Continuing-education needs of the currently employed public health education workforce

OBJECTIVES: This study examined the continuing-education needs of the currently employed public health education workforce. METHODS: A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively. RESULTS: Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence. CONCLUSIONS: Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.     

Educating nursing students about quality care and safe practices in the AIDS epidemic

Nursing students, as future health care providers, need comprehensive instruction about AIDS--the many manifestations of both the disease itself and the pandemic. As health educators and practitioners, nurses play a major role in safeguarding the health care setting and the community by their efforts in preventing transmission of the AIDS virus. Nurses are and will continue to be responsible for administering the major portion of the direct health care that AIDS patients require and for teaching basic nursing skills to other care givers. According to a 1987 survey of 461 nursing programs conducted by the American Association of Colleges of Nursing, AIDS content is being incorporated into the curriculums of the majority of programs that responded. Students require an in-depth knowledge of AIDS to enable them to address effectively the needs of AIDS patients and their families. Because of the complex psychosocial, ethical, and legal issues, careful attention must be given to the development of students' skills in making clinical decisions that will promote effective nursing intervention when addressing problems in nursing care. Curriculums should also include assessment of the special needs of members of minority groups that are disproportionately affected by AIDS. Schools of nursing in colleges and universities can serve as key resources for developing curriculums, policies, and practice patterns that will assist the nursing community and the public in responding to the AIDS epidemic.     

Epidemiology competency development and application to training for local and regional public health practitioners

In 2002, the Northwest Center for Public Health Practice (NWCPHP) at the University of Washington initiated the Epidemiology Competencies Project, with the goal of developing competency-based epidemiology training for non-epidemiologist public health practitioners in the northwestern United States. An advisory committee consisting of epidemiology faculty and experienced public health practitioners developed the epidemiology competencies. NWCPHP used the competencies to guide the development of in-person trainings, a series of online epidemiology modules, and a Web-based repository of epidemiology teaching materials. The epidemiology competencies provided a framework for collaborative work between NWCPHP and local and regional public health partners to develop trainings that best met the needs of a particular public health organization. Evaluation surveys indicated a high level of satisfaction with the online epidemiology modules developed from the epidemiology competencies. However, measuring the effectiveness of competency-based epidemiology training for expanding epidemiology knowledge and skills of the public health workforce remains a challenge.     

Developing of general competencies during supervised clinical practice

This article describes the general competence of health care professionals and points possible articulations with the practicum. The goal is to draw the attention of nurses and future professionals, about the importance of experiencing the practicum, during training for the acquisition and improvement of general competence of health care professionals, in addition to the specific skills and competencies of nursing. In the health services, both in public and in private, there is the need to count on a competent nurse professional in your professional practice. In this way, as is noted in the National curriculum guidelines for undergraduate courses in nursing, the practicum is considered the best place for the graduating acquire a profile that meets the profile of a competent professional with knowledge and skills appropriate to the exercise of the profession.     

实习前临床思维训练在护生中的应用

为增强护理学生（简称护生）临床思维能力,尽早适应临床护理工作,从2007年以来,对护生实习前进行临床思维训练。采用护理问诊、护理体检、辅助检查三部分连贯式训练,最后以内科疾病综合案例进行临床思维强化训练。这样,不但培养了护生临床思维能力,也增加了护理技能实践,熟练了护理技能操作,强化了综合运用知识的能力,较好地提高了教学效率。