Minority international research training program: global collaboration in nursing research.

In the current century, nurses, along with other health professionals, require preparation for their roles in international health. For faculty and students to practice and learn in this global community, they also will want to have added knowledge of economics, business, and public policy. To gain an immersion experience in global health, nursing faculty and students will need to spend time abroad collaborating with nursing colleagues in other countries. This report describes an academic-research training program (Minority International Research Program [MIRT]) established 7 years ago to enhance the international health experience of minority nursing students. Qualified undergraduate and graduate nursing students are recruited and paired with faculty mentors to conduct short-term research abroad for a period of 10 to 14 weeks. The purpose of international research experiences for minority nursing students is to develop leaders in nursing science and to increase collaboration in the resolution of global health issues. To date, 26 undergraduate students, 22 graduate students, 6 postdoctoral trainees, and 11 faculty mentors have participated and completed the program through research immersion experiences in 9 countries. The program is described in terms of its strengths, challenges, and lessons learned, as well as opportunities for future activities.     

Community learning: the Reach for Health Nursing Program-Middle School Collaboration.

Nursing faculty and students have a vital role to play in promoting adolescent health at the community level. However, few nursing education programs have developed programs which provide nursing students with the skills and hands-on experiences they need to work with adolescents in community settings. A successful model for integrating community-based adolescent health promotion into nursing education is described in this article. Developed by nursing faculty from Medgar Evers College Department of Nursing, teachers and staff from a large middle school in Brooklyn, New York serving economically disadvantaged Black and Hispanic youth, and Education Development Center, Inc., the Reach for Health (RFH) Nursing Program-Middle School Collaboration has two mutually reinforcing components: (a) classroom-based health instruction taught by teachers with assistance from nursing students and faculty, and (b) community youth service in which middle school students spend approximately 3 hours per week providing assistance in health-related facilities under the guidance of nursing faculty and student nurse mentors. As part of an evaluation study, the authors conducted focus groups with nursing students involved in this program and administered an identical survey before and after intervention to assess potential benefits of participation. Compared to a control group of nursing students, those who participated in the RFH program reported increased skills and comfort working in school and community settings and with young adolescents, their teachers, and their parents. An example of other benefits was a greater understanding of the health and developmental needs of adolescents. At the same time they provided a service to the community, nursing students gained the skills and experience needed to be effective in community health promotion efforts.     

Developing public health competence among RN-to-BSN students in a rural community

A new RN/BSN nursing program offers rural students in a western state the opportunity to address significant health care needs on a local level by developing public health leadership competencies in their home communities. The innovative program, funded by a grant from the Health Resources and Services Administration, makes it possible for RNs to complete their BSN degrees without travel, as they position themselves to provide critically needed health care leadership in their local areas. Partnerships between the university, community colleges, and local health agencies allow students in the RN-to-BSN program to benefit from a streamlined BSN admission process, onsite mentoring, and newly developed courses that lead students to reflect on health needs in their home communities. On the basis of Public Health Nursing Competencies as defined by the Nursing Quad Council (2004), the re-designed curriculum prepares students for public health leadership by encouraging application of competencies while participating in the delivery of essential public health services in their communities. Initial response to this new opportunity indicates that students can develop as leaders by developing public health competencies, and facets of the program may encourage more students to commit to completing the BSN while increasing capacity among PHNs.     

Making nursing research "real": an experiential approach

Research can be a challenging subject for nursing students at all levels. Although a research course was a prerequisite for admittance to our masters of science in nursing program at Viterbo University, faculty found that students had varying levels of expertise with the content as well as differing attitudes toward research in practice. To initiate "research thinking" early in the program, 2 faculty members integrated research concepts across 2 of the core courses, one being the nursing research course. Both quantitative and qualitative methods were taught using didactic and experiential methods over 2 semesters. Through the combined activities in the 2 courses, many skills and a new appreciation for nursing research were instilled.     

What's your specialty, Doc? Perioperative nursing

Perioperative nurses who are contemplating the pursuit of a doctoral degree in nursing need information about the current status and characteristics of doctoral education to make informed decisions. This article addresses questions both philosophic and pragmatic that should be addressed by prospective students. Information sources are identified for assistance with making the selection from the 75 plus programs that offer a nursing doctorate nationwide. Suggested sources include professional organizations as well as current students, faculty, and alumni. Determinations should be based on academic information, such as similarities and differences in degrees awarded; the program of studies leading to the degree; admission and progression standards; research interest of the student relative to identified focus and expertise of program faculty, dissertation process, and university and nursing education resources and services, including financial and technological support. Attainment of the doctorate is presented as an enriching experience that prepares nurses for leadership in both education and health care as clinicians, educators, and administrators. Particular attention should be paid to selecting programs that compare favorably with the published American Association of Colleges of Nursing quality indicators for doctoral programs. There must be strong support in the program from both faculty mentors and peer colleagues, reflective of a community of scholars, pursuing not only individual but also collective wisdom, whereas engaging an individual's mind and soul in the pursuit of new knowledge and skills in an atmosphere of mutual trust and respect.     

The Longitudinal Elder Initiative: helping students learn to care for older adults

This paper describes an educational innovation called the Longitudinal Elder Initiative (LEI), which was developed by a BSN program to improve students' knowledge about the health needs and nursing care of older adults. In the LEI, new nursing students are paired with older adults in the community and develop a relationship with them over the duration of the nursing program. Students complete a variety of assignments designed to facilitate learning gerontological nursing concepts. They also complete specific assessments designed to target common problems in aging. Students develop nursing care plans and interventions during the course of the project and monitor progress toward goals over time. Through the LEI, students develop relationships with older adults in the community and view their health changes longitudinally. In addition, students can observe how social, financial, and health-related factors affect health and well-being over time.     

Community partnerships for an LPN to BSN career mobility project

Based on a 6-year, learn and earn curriculum, the authors report on a year-old project that assists licensed practical nurses (LPNs) to obtain a baccalaureate degree in nursing (BSN). Partnerships with 4 area healthcare agencies employing LPNs were developed to support students with full or partial tuition reimbursement and work schedules to accommodate classes. Key university staff in the offices of admissions, financial aid, adult programs and services, and nursing advisement are assigned to this student group to provide individualized assistance. The authors discuss unique components of the project including regularly scheduled role transition seminars, faculty mentors, BSN and nurse practitioner clinical mentors, and clinical experiences in nurse-managed clinics.     

Health care needs of students and personnel at a university]

Working with a professor and the head of a clinical laboratory, a group of nursing students interested in setting up a health clinic conducted an analysis of the health needs of students and staff at a university. The results high-light the importance of providing health activities to the entire university community. Many of the activities selected focus on prevention, screening and health promotion. Several could be conducted by nursing students as part of their career training.     

RN-to-MSN students' attitudes toward women experiencing homelessness: A focus group study

When health professionals, including RNs, have negative attitudes toward women experiencing homelessness, they create barriers to services. It is incumbent on nursing faculty to develop curricula that address homelessness and associated stereotypes, as well as to prepare students to provide safe and appropriate care to the homeless population. The aim of this qualitative study was to examine the attitudes of RN-to-MSN students toward mothers living with their children in a transitional shelter. A convenience sample of 10 students enrolled in a community health nursing course at a university in southern California participated in the study. Two focus groups were conducted: one before and one after a 15-week clinical experience. Data analysis revealed that during the clinical experience, students discovered that they, or perhaps an individual like them, could become homeless. Their attitudes and views changed to include a bigger picture of homelessness, described by public health nursing researchers as "moving upstream." This article suggests strategies for integrating clinical experiences with socioeconomically vulnerable individuals into undergraduate nursing curricula.     

Adult student satisfaction in traditional and accelerated RN-to-BSN programs.

The pressures and complexities that the registered nurse (RN) encounters in today's health care system have motivated many RNs to return to college to obtain their baccalaureate degrees. Competition among institutions of higher education has led faculty to develop and offer more nontraditional delivery models of nursing education. In developing these new models of educational delivery, it is important for faculty to determine what items of education are essential to adult learners. A survey was conducted to assess two delivery formats, traditional and accelerated, for a bachelor of science in nursing (BSN) program for RNs. The goal of the research was to determine what items of education are essential to students and whether one group of students was more satisfied with one delivery system over the other. Items of importance and the concomitant level of satisfaction were surveyed by using an adult students' priorities scale. The survey was distributed to 53 RN students. The results demonstrated that the students in the accelerated format were more satisfied with the institution, program, and services than the students in the traditional format.     

Impact of a service-learning project on nursing students

This article describes the incorporation of a service-learning project in a maternal-infant health course in a baccalaureate nursing program. Partnership goals between university faculty and project Early Head Start were to develop and implement a clinical education experience that not only enhanced services to teenage mothers, but also taught students key elements in the delivery of community services to this vulnerable population. This article examines the impact of the service-learning experience on students' understanding of diversity, perceptions of social responsibility in community service, and health care issues. Implications for faculty investment of time and resources are also explored.     

Linking community needs with student research experiences.

The authors describe the activities of the Action Research program, designed to link academic projects and requirements for student research activities with the information needs of community service agencies. While interdisciplinary in focus, this program has been especially helpful in allowing community health nursing students to gain practical experience with real-life research questions and processes. An added benefit is to instill in the student an attitude of service while expanding their orientation to the community and the everyday needs of its agencies.     

Community as Client: A 'Hands-On' Experience for Baccalurate Nursing Students

This article describes how Bachelor of Science in Nursing (BSN) students are introduced to the concept of community as client. Although this concept is widely accepted, at least theoretically, the majority of community health nursing practicums for baccalaureate students are in working with individuals and families as clients. The community health nursing faculty at La Roche College believe that undergraduate students should not only have the experience of decision making and problem solving at the individual and family level but also at the aggregate or community level. The process of actualizing the community as client concept through 'hands on' experience is the focus of this article. Our student body consists of registered nurses seeking their baccalaureate degree in nursing.     

Transforming RN Roles in Community-Based Integrated Primary Care (TRIP): Background and Content

Given the large body of evidence linking physical and mental health and the impetus provided by health care reform and the Affordable Care Act, the time is ripe to engage nurses in community based, integrated primary care teams to holistically address psychiatric, mental health and substance abuse needs. There is a compelling need for curricular redesign and clinical innovation to prepare an RN workforce for practice in community based integrated primary care teams. To that end, a faculty team of primary care, interprofessional education and content experts developed the Transforming RN Roles in Community Based Integrated Primary Care (TRIP) program for BSN students in a large university in the southeastern United States. The primary goals of the TRIP program are to build/implement an innovative BSN curriculum and expand our academic practice partnership by enhancing student clinical experiences with the goal of preparing an RN workforce for practice in community based integrated care teams. The TRIP program incorporates didactic, simulation and clinical components. Our first student cohort began the TRIP program in the fall of 2018 and will complete the program in spring 2020. In this paper, we provide details about the background, content and activities of this 4-semester (2?year) program.     

Community as client: a "hands-on" experience for baccalaureate nursing students

This article describes how Bachelor of Science in Nursing (BSN) students are introduced to the concept of community as client. Although this concept is widely accepted, at least theoretically, the majority of community health nursing practicums for baccalaureate students are in working with individuals and families as clients. The community health nursing faculty at La Roche College believe that undergraduate students should not only have the experience of decision making and problem solving at the individual and family level but also at the aggregate or community level. The process of actualizing the community as client concept through "hands on" experience is the focus of this article. Our student body consists of registered nurses seeking their baccalaureate degree in nursing.     

Barriers for BSN students to pursue a PhD in nursing and recommendations to address them: A scoping review

BackgroundIncreasing the BSN-PhD pipeline could address the shortage of nursing faculty to conduct research, develop nursing science, and train new nurses and faculty.PurposeTo identify barriers to BSN students’ pursuit of PhD education, and to compile recommendations to increase their numbers.MethodsThis scoping review follows PRISMA guidelines, including articles in English that discussed barriers to BSN students’ pursuit of PhD education and recommendations to address them.FindingsBarriers to pursuing a PhD include misunderstanding PhD education and its impact on population-level health, insufficient funding for PhD studies, and perceived need for clinical experience. BSN program recommendations include education on doctoral and postdoctoral options, mentorship, and hands-on research experiences. PhD programs should be accessible, fully funded, and address students’ perceived need for clinical experience.DiscussionThe nursing profession must take coordinated action across individual, interpersonal, program, policy, and cultural levels to increase the pipeline of well-prepared BSN-PhD students.     

A case study of a distance-based public health nursing/community health nursing practicum

Facilitating a distance-based public health/community health nursing practicum for RN to BSN students posed challenges and opportunities. Challenges included time involved in arranging the practicum, relationship building with agencies and staff, communicating with students, and the need for flexible practicum scheduling. Exposure to practice models from across the nation allowed students to compare and contrast these public health nursing models. Programs planning to offer this type of course should consider faculty workload particularly during the semester prior to teaching the practicum.     

Associate Degree Nursing Faculty Perceptions of a Concurrent Associate–Baccalaureate Nursing Partnership

The purpose of this project was to explore and understand community college faculty experiences and perceptions of working with students enrolled in one public university concurrent enrollment nursing program (CEP). Three focus groups were conducted with faculty members of three partner community colleges. Several benefits for students enrolled in the CEP were noted, including students achieving the Bachelor of Science in Nursing degree more rapidly with increased postgraduation employment opportunities. Challenges for students and faculty are also reported.