EXPLORING PROMISING PRACTICES FOR NURSING STUDENTS LEARNING POPULATION- FOCUSED NURSING IN SERVICE LEARNING AND TEACHING HEALTH UNIT

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1 EXPLORING PROMISING PRACTICES FOR NURSING STUDENTS LEARNING POPULATION- FOCUSED NURSING IN SERVICE LEARNING AND TEACHING HEALTH UNIT Courtney Doucet St. Francis Xavier University

2 CONTEXT The Population Health Partnership for Education, Practice and Research is a partnership between StFXU Department of Human Nutrition and School of Nursing, CBU Department of Nursing and the community partners of Public Health Services and the District Health Authorities. The ultimate goal of the partnership is to develop a model of service learning for students which fulfills the Vision and Beliefs of the PHPEPR which articulate population focused public health practice and population health promotion and focus on enhancing the link between practice and education.

3 CONTEXT StFX School of Nursing and CBU Department of Nursing are focused on enhancing their nursing students population health experiences by educating them in real settings with real health professionals. Through a literature review, promising practices have been elicited to teach nursing students population focused nursing through service learning and teaching health unit projects.

4 SERVICE LEARNING Interest increased in the 1980s when faculty, students, administers and government agencies recognized the potential impact service learning could have on curriculum models and communities. Service learning is : experiential in nature provides students with structured learning opportunities that address the needs of the community incorporates a method of reflection embraces the concept of reciprocity between the service learner and the recipient of the service. Examples of service learning projects to learn population focused nursing are through health promotion and disease prevention programs implemented throughout the community.

5 SERVICE LEARNING All stakeholders should commit fully and provide full support Students should be provided with the opportunity to choose their service learning topic Community should be involved in determining its needs

6 STAGES OF A SERVICE LEARNING PROJECT COMMUNITY ASSESSMENT AND DIAGNOSING Windshield surveys and interviews with key informants Community issues are determined Diagnosis is made community members involved PLANNING Proposal formulated and submitted to faculty and the community agency Objectives for the population, the strategies and resources they anticipate using and their evaluation plan should be included in the proposal

7 STAGES OF A SERVICE LEARNING PROJECT EXECUTION Project is implemented in the community Students should be prepared to think on their feet and adapt to unforeseen situations EVALUATION Data is gathered and analyzed Results are presented to all stakeholders Information gained may be useful for the continuation of the evaluated program or for the design of additional programs in the community

8 CRITICAL REFLECTION Occurs through different types of journals, class discussions and presentations Should occur throughout entire project Prior to address fears, biases and expectations During keep an account of any significant experiences After address accomplished goals and changed opinions A final presentation outlining initial needs of the community, significant events, outcomes and future recommendations Faculty should respond to student reflection in a timely manner

9 TEACHING HEALTH UNIT Launched in mid 1908s in Ontario as an affiliation between the public health units and various provincial academic institutions Students attend a formal orientation prior to their placements to address social determinants of health, health inequalities, background information regarding the population and proposed outcomes for the project. Type and length of placement may vary and are assigned through a compromise between student interest and projects available within the health unit. To evaluate and assess the project, students write and present a report addressing the objectives and the results of the project and complete a reflective journal

10 TEACHING HEALTH UNIT The partnership ensures that curriculum influences practice and that practice influences curriculum. Faculty should be involved in health unit activities can minimize the practice theory gap that is often felt by educators, students and practitioners Although faculty is responsible for the overall grade, a written evaluation of the student s performance is provided by health unit staff The health unit utilizes student feedback to assist in planning and improving the program for future students.

11 Service learning and teaching health unit projects provide students with the opportunity to: Relate theory to practice Gain valuable knowledge and skills regarding population health and the many factors that determine the health of a population Reflect on personal values and beliefs about social issues Become familiar with diverse people and populations

12 Learn social responsibility Enhance their assessment and interpersonal skills Recognize the value of knowledgeable community members and the importance of collaborative teamwork Develop critical thinking, problem solving, decision making and clinical judgment skills required to successfully work with populations in the healthcare field.

13 Courtney Doucet Research Assistant BSc Human Kinetics, StFXU Jane Moseley Assistant Professor School of Nursing, StFXU