Abstract
AbstractA national study was conducted to determine the public health nursing content and clinical experiences faculty include in the baccalaureate preparation of nurses and the degree of consistency that exists among these programs. The concept of professionalism provided a framework for determining standardization in educational preparation. Data were collected using a mailed questionnaire distributed to all National League for Nursing‐accredited baccalaureate programs and completed by the person responsible for the public health nursing curriculum. The questionnaire obtained information related to theory and practice objectives. A response rate of 82 percent (n= 275) was obtained after follow‐up mailings and telephone calls. Content analyses of responses allowed us to identify curricular components most and least emphasized in baccalaureate public health nursing education as well as a core curriculum in public health nursing. Overall, the nursing educators were more consistent in the emphasis placed on areas of clinical competence than on public health nursing concepts. Public health nursing educators are encouraged to consider what constitutes the theoretical base for public health nursing practice.
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