Community care partnership: planning with the community

We are at the threshold of transitioning from an illness delivery system to a health delivery system. "Partnerships for Health in the New Millennium," kicked off in January 2000 by Donna E. Shalala, Secretary of Health and Human Services, and Surgeon General David Satcher, launching "Healthy People 2010," have provided us with the prevention agenda for our nation. The leadership challenge ahead for us in the communities where we live and work is to develop a shared vision of health with our community partners which is committed to eliminating disparities in health for all our populations.     

Building a health/education partnership: the role of school-based health centers.

School-based health centers have helped low-income young people gain access to clinical care despite many barriers these individuals face. These health centers also play a key role in supporting health promoting behaviors among students and creating healthier student environments.     

Nurse practitioners and parent education: a partnership for health

PURPOSE: To present the findings from a pilot-test of an innovative curriculum for parent education classes that included information about well child care and the care of sick children presented to substance abusing women at a residential drug treatment facility. DATA SOURCES: Selected literature and the results of a comparison of pre- and post-tests from the 37 women who received the classes over a 6 week period. CONCLUSIONS: The Healthy Children, Happy Children parent education program was successful overall in increasing the knowledge of the mothers about common skin disorders, care of infants, toddlers, and preschoolers, and basic first aid. IMPLICATIONS FOR PRACTICE: Nurse practitioners (NPs) are well suited to teach parent education classes that contain information on growth and development, well child care and diagnosis and management of acute minor conditions. The Healthy Children, Happy Children curriculum can be adapted to a variety of settings and populations.     

Community empowerment: a partnership approach to public health program implementation

Public policy implementation models reflect who makes decisions, how success is defined, and whether learning is built into decision making. The extant implementation models capture many important features of public policy implementation, including the desire of large public bureaucracies to impose order and rationality on implementation structures that include many public and private organizations. Analysis of the three-decades-long process of implementation of the Special Supplemental Nutrition Program for Women, Infants, and Children suggests that a new public policy implementation model is needed. The new model builds on the iterative learning cycles and shared decision making of community participatory research and better addresses the transactional relationship between program targets and providers than do current implementation models.     

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.     

The dedicated education unit: a practice and education partnership

Both educational institutions and health care agencies have a propensity to look to the past for solutions to their present and projected problems, such as the nursing shortage. One problem that continually surfaces and has become one of two primary limitations on expanding nursing school enrollments is finding and sustaining quality clinical experiences in acute care settings. The demand for these clinical sites continues to grow and the consequent need for effective clinical partnerships grows with it. The Dedicated Education Unit is a creative strategy for addressing the confluence of highly sophisticated marketing efforts promoting the profession of nursing as a whole, the high demand job market for nurses, and the increase in nursing school enrollments at both undergraduate and graduate levels.     

Community assessment: an RN-BSN partnership with community.

Conducting a community assessment can be a vital aspect of a community health course for a baccalaureate nursing student. This experience can enable the student to use the nursing process in a basic community assessment as well as provide community decision makers with significant data and analysis about community health related needs and potential solutions. This paper describes use of the Community-as-Partner model by Anderson and McFarlane to do a class project to assess a local community.     

Improving public health nursing education: recommendations of local public health nurses

OBJECTIVES: This paper reports recommendations for improving public health nursing (PHN) undergraduate, graduate, and continuing education (CE) made by staff-level public health nurses working in local health departments (LHDs). Implications for academia and practice are discussed. DESIGN: A cross-sectional written survey was used to collect data from 424 public health nurses in 76 LHDs in Wisconsin (68% response rate) in 2003. Recommendations for improving undergraduate, graduate, and CE were made through responses to open-ended survey questions. Content analysis was conducted to identify major themes among responses. RESULTS: Major themes emerging from the recommendations for undergraduate education included the need for more clinical public health experiences and population-focused practice content. Graduate education improvement recommendations included addressing access barriers and increasing organizational incentives. Improved access and more public health content were the major recommendations for improving CE. CONCLUSIONS: Implications for academia focus on increasing opportunities for students to experience population-focused PHN and to learn organizational and collaborative practice skills, supporting PHN preceptors and building evidence for PHN intervention through research. Implications for practice include the need to expand opportunities for students with LHDs and to collaborate with academic partners for education and research.     

健康信念模式在帕金森病患者健康教育中的价值研究

目的 研究健康信念模式在帕金森病患者健康教育中的价值.方法 将88例帕金森病患者随机区组配对方法分为干预组和对照组各44例,对照组给予常规护理,干预组在常规护理的基础上运用健康信念模式对其进行健康教育,采用自行设计的调查表,以问卷调查的方式比较两组患者对疾病知识知晓率、药物的认识、自我期待、治疗依从性等指标.结果 干预组对疾病知识知晓率、药物的认识、效能期待、治疗依从性均较对照组高,两组比较,差异有统计学意义(P＜0.01或P＜0.05).结论 应用健康信念模式对帕金森病患者进行健康教育是提高帕金森病患者治疗依从性的有效手段.     

社区健康教育对糖尿病患者生活质量的影响

目的 探讨社区健康教育对糖尿病患者生活质量的影响.方法 选择我社区确诊为糖尿病的患者60例,随机分为实验组和对照组各30例,实验组由社区健康教育护士实行宣教,对照组定期在社区医院进行体检和用药指导,将两组健康教育后的各项指标对比观察并进行统计学处理.结果 接受健康教育后,两组患者生活质量有显著性差异(P＜0.05),实验组比对照组生活质量高;在健康功能、心理、精神领域,两组也有显著性差异(P＜0.05).结论 实施社区健康教育不仅可以提高患者对糖尿病知识的认知程度,还能提高患者的治疗效果,延缓并发症的发生.