Community Health Students Research Articles

Differences in community health nursing learning outcomes based on simulation modality

BackgroundVarious modalities of community health nursing simulation have been useful in improving confidence, communication, and meeting learning objectives. Research focusing on comparing community health nursing learning outcomes in simulation with standardized patients versus mannequins is limited. This study aimed to explore differences in clinical reasoning, clinical learning, knowledge, communication, self-confidence, and learner satisfaction among community health students participating in standardized patient simulation compared to mannequins. MethodsA cross-sectional study was conducted with a convenience sample of 66 prelicensure students in community health nursing. Students completed a pre- and post-knowledge quiz, Satisfaction with Simulation Experience scale, and a simulation evaluation survey. ResultsCompared to simulation with mannequins, clinical reasoning, clinical learning, knowledge, communication, realism, and learner satisfaction scores were significantly higher with standardized patient simulation. ConclusionsSimulation with standardized patients can be useful for increasing community health nursing knowledge while enhancing clinical reasoning and realism. Future research including larger samples and more comprehensive community health topics is needed.

Use of telehealth simulation to teach the enhanced primary care RN role through community/public health-focused simulations.

America is facing a primary care provider shortage. Enhanced primary care RNs (EPC-RNs), registered nurses working at the top of their practice scope, can be an important part of community-based primary care provision. Typically, community health nursing education has not included primary care-based clinical experiences, and there is a clinical site shortage. Teaching students about EPC-RN roles can be an important domain of community/public health nursing education. Simulation is a creative pedagogical approach to learning about the EPC-RN role. The purpose of this manuscript is to 1) describe EPC-RN Telehealth Simulation development; and 2) describe student simulation feedback. Nursing faculty and simulation experts designed five simulations for community health students to teach about the EPC-RN role, incorporating recommendations from the Quad Council Coalition of Public Health Nursing Organizations community/public health nursing competencies and the National Competencies for Registered Nurses in Primary Care. Retrospective, descriptive quantitative, and qualitative student feedback data (n=519) was collected through QuestionPro over multiple semesters. Student feedback data demonstrated support of the use of the simulations in community/public health nursing education. The EPC-RN Telehealth Simulations prepared pre-licensure nursing students to practice in community-based primary care settings. Innovative, sustainable experiences such as this can improve community/public health nursing education.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4) specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlational research design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression. The findings of the study revealed that all teachers’ variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitude towards their teaching profession especially in secondary schools.

Abstract 18734: Comparison of Hypertension Prevention Education Among Community Health Students, Online Chat-Based Artificial Intelligence Model, and Physician

Introduction: Health literacy and preventive education remain the core of hypertension management. Emerging language processing, artificial intelligence (AI) tools have the potential to provide effective preventive information. We sought to compare the quality of responses to commonly asked questions about hypertension by community health students, a physician, and an AI tool. Methods: Through a structured, student service-learning program, 270 trained undergraduate students conducted 56 health fairs across 19 locations in NJ from Jan 2022 - March 2023. We identified the 10 most commonly asked questions related to blood pressure and asked a physician, a trained student, and ChatGPT to answer them in paragraph format within 200 words. Four independent, blinded expert reviewers graded each response from 1 to 3 (3=best, 1=worst response relative to others). We assessed the reliability across responses using the Fleiss' Kappa statistic. We used ANOVA with post-hoc pairwise comparisons to determine differences in average response score. Results: Among 30 responses, there was a significant difference in score by response type (physician, 2.0 [SD, 0.6]; student, 1.8 [0.5]; ChatGPT, 2.2 [0.6], p=0.001). Post-hoc, pairwise comparisons revealed student scores were significantly lower than ChatGPT scores (p=0.0038), but there was no difference between physician and ChatGPT responses (p=0.81). Scores were moderately reliable across expert reviewers (kappa = 0.56). Qualitatively, student and physician scores were rated to be more empathetic and personalized, but less comprehensive and actionable. Conclusions: A language-processing, AI-based tool performed as well, if not better, than a physician and trained community health students to provide preventive education related to blood pressure. Further quality improvement initiatives need to be done to better understand the utility of AI tools to augment preventive education and to more effectively train students/physicians to provide comprehensive and actionable strategies.

The Role of Mobile Learning in Supporting Community Health Workers’ Continuous Learning: A Case of Village Health Teams in Patongo and Lokule Sub Counties-Uganda

The study assesses the role of Mobile learning in supporting Community Health Workers' continuous learning using a Smartphone application. The Community Health Workers are members of the community commonly known as Village Health Teams in Uganda. This group is presumed not be a priority for training. The aim is to objectify using Mobile learning affordances to support Community Health Workers' training, an activity presently considered to be irregular and underfunded. This is achieved through the implementation of a Mobile App prototype used as a learning tool for digitized training content on the subject of diseases, reproductive health, sanitation, and family wellbeing. The study involved 41 participants categorized as Community Health Workers, community health students, and Community Health Leaders who selectively participated in piloting the mobile application, responded of a survey questionnaire, took an interview and attended a feedback session. The study examined the availability of Smartphone devices, ease of Mobile App use, challenges of the existing approach to training and information delivery, Mobile Application accessibility issues, and anticipated technical challenges. Despite the conspicuous challenges of mobile technology in a rural setting, 97% of the participants indicated that Mobile learning is a favorable alternative to support the training of Community Health Workers, though, only 48% had access to a Smartphone. Attrition of volunteer workers was identified as the primary challenge to the training of Community Health Workers. The identified advantages relate to geographic convenience, cost of training, numerous mobile services, ease of access, update, storage, and sharing of content. However, imminent bottlenecks identified include the availability of Smartphone devices among Community Health Workers, lack of electricity, unreliable networks, and lack of internet data. Notable interventions from stakeholders aiming to mitigate the challenges are highlighted.

Can reading too much make me run mad? Exploring students’ assumptions and academic performance

Objectives To determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance. Methods This study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test. Results The mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents. Conclusion Assumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

Critical Assessment of Two-Teaching Methods on the Academic Performance of Community Health Students of Ekiti State College of Health Sciences and Technology, Ijero, South-Western, Nigeria

Introduction: Teaching method has varied impact on the academic performance of students across all levels of Education in Nigeria. Objective: The objectives of the study were tailored towards assessing the effectiveness of Two-Methods (Lecture and Practical demonstration) on the academic performance of students in the department of community health. Methodology: The Authors adopted a descriptive research technique using quantitative and qualitative data. The results were analyzed using simple percentage, graphs, charts, mean, SD, Variance, ANOVA, t-test @ 0.05 significant level using STATA MP12, SPSS and graphs. Result: The study revealed that the two-teaching methods (Lecture and Practical demonstration) were found to be effective. Conclusion: It was concluded that the two-teaching are effective in the department and as such recommended that Practical demonstration and Lecture method should be integrated as an effective teaching method for Health Students since it is learner centered.

Can reading too much make me run mad? Exploring students’ assumptions and academic performance

Abstract Objectives To determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance. Methods This study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test. Results The mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents. Conclusion Assumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

College Health Students’ Knowledge and Perceptions of Exercise Benefits and Dysfunctional Exercise

Background and Purpose: A high percentage of people fail to meet the federal Physical Activity Guidelines while some adults develop dysfunctional exercise. The applications of Self-Determination Theory (SDT) in the field of physical activity suggest that how people are motivated to exercise can lead to different outcomes, such as dysfunctional exercise. Adequate training for health promotion professionals can ensure their competency in successfully promoting healthy exercise. This study assessed the knowledge and perceptions regarding exercise benefits and dysfunctional exercise among Kinesiology and Community Health students—the future health professionals. Methods: A crosssectional study was conducted in a convenience sample of 183 participants from a public university in the northwest region. Results: Both Kinesiology and Community Health majors demonstrated a low level of knowledge regarding dysfunctional exercise, and were inclined to cite controlled rather than autonomous benefits for exercise engagement. Conclusion: Program curriculum changes, such as the coverage of dysfunctional exercise and Self-Determination Theory, should be considered to address the issue.

Goal Orientation, Adaptive Learning Strategies and Academic Achievement of Community Health Students in Primary Health Care

Goal Orientation, Adaptive Learning Strategies and Academic Achievement of Community Health Students in Primary Health Care

Psychosocial Variables, Teacher Effectiveness and Academic Performance of Community Health Students in Primary Health Care Examination

Psychosocial Variables, Teacher Effectiveness and Academic Performance of Community Health Students in Primary Health Care Examination

Assessment of students' knowledge about environmental health in College of Health and Medical Technology: A Cross-Sectional study

Objective: the aim of this study is to determine the level of students' knowledge about the environmental health.Methodology: The cross-sectional study was conducted at the College of Health and Medical Technology in Baghdadcity during the period from 1st march till 1st of July 2012. Data was collected by self-recording of a previously designedquestionnaire to obtain socio-demographic information such as (age, gender, department, year of grade).Results: The highest rate of students were in the 2nd year followed by the 3rd year, highest rate of students had lowlevel of knowledge followed by intermediate level of knowledge, while lowest rate of students on had high level ofknowledge .Females had higher level of knowledge compared to males who had intermediate Level of knowledge;Students of pathological analysis department had high level of knowledge among other students, followed by studentsof anesthesia department. The lowest rate was among department the physiotherapy. A significant associationbetween that low level of knowledge was among 1st (57.7%) and 2nd (50.7%) year students mainly , while high level ofknowledge was mainly among 4th year (9.8%), and the intermediate level of knowledge was among 3rd year studentsin a rate of (53.3%) and 4th year in a rate of 50%.Recommendations: Include all the department of the college in environment health lectures as the issue is importantfor all student and not only the community health students.

Second-Degree Bachelor of Science in Nursing Students' Preconceived Attitudes Toward the Homeless and Poor: A Pilot Study

The current economic climate of the United States has contributed to the crisis in health care delivery services. As a result, an increasing number of individuals present as poor and vulnerable. Currently, poverty rates in the United States are climbing, with literature clearly reflecting an association between poverty and ill health. With a number of economic barriers to health care, it has been suggested that health care providers' attitudes and subtle prejudices have also contributed to access. These preconceived negative attitudes can shame and embarrass vulnerable, homeless, immigrant, and poor individuals from attempting to access care. This research attempted to identify preconceived attitudes that second-degree baccalaureate nursing students possess prior to clinical exposure to poor and homeless populations through qualitative and quantitative investigative methods. Senior-level community health students preparing to deliver health care at a suburban homeless day shelter were asked to describe their experiences and opinions relative to homeless and poor persons before and after their actual contact with this population. Collected data suggest that there are subtle stereotyping and negative attitudes regarding the plight of overtly impoverished individuals before rendering care. After an 8-hour clinical experience with the aforementioned population, attitudes toward the vulnerable slightly improved, suggesting that clinical and didactic exposure to the plight of poor populations may assist to sensitize student nurses to exude compassion through a holistic therapeutic nurse-client relationship.

Training Community Health Students to Develop Community-Requested Social Marketing Campaigns: An Innovative Partnership

This paper describes a sustained partnership between a university community health program and local and regional community health agencies. As a key component of the Health Communication and Social Marketing course, the partnership involves undergraduate community health students working for and with community agencies and community members to design social marketing campaigns based on community-identified health needs. The goals of the course are to (1) provide students with the opportunity to work within the community to apply their skills in program planning, evaluation, and communication and (2) provide community agencies with a tailored campaign that can be implemented in their communities. Throughout the 10-week quarter, teams of students follow the principles of community participation in planning a social marketing campaign. These include (1) audience segmentation and formative assessment with the intended audience to determine campaign content and strategies and (2) pretesting and revisions of campaign messages and materials based on community feedback. This partnership contributes to the promotion of health in the local community and it builds the skills and competencies of future health educators. It demonstrates a successful and sustainable combination of community-based participatory research and experiential learning. From 2005 to 2011, 35 campaigns have been developed, many which have been implemented.

An action research project to implement personal development plans into a community specialist practice programme

This paper sets out to explore the implementation of Personal Development Planning both in university and professional practice settings for community health nurses, as an action research project. This was achieved through a series of cycles of implementation, review and modification using a collaborative approach. The introduction of this process into the course design has enabled all those involved to record student progress in an effective manner. Our findings show that community health students and their assessors in practice have found the experience a very positive one and as a result some “tips for best practice” have been developed that will help take the process further.

Foundation Concepts of Global Community Health Promotion and Education

Foundation Concepts of Global Community Health Promotion and Education provides a solid introduction on underlying concepts in the global health promotion and education field. It also addresses professional competencies and preparation with both entry and advanced level responsibilities geared to the Certified Health Education Specialist (CHES) with a global viewpoint. Topics are logically sequenced with sufficient background as well as terminology definitions to orient public health and community health students and practitioners. At the end of each chapter, the author includes helpful summaries, conceptual learning, reflective thinking, as well as enhanced readings and relevant websites as additional resources to broaden the educational learning experience. Global resources for health and related careers are also provided, along with a timely e-portfolio section. The book is a comprehensive and well-written resource for faculty and students interested in the global community health promotion and education profession.

A Collaborative Service Learning Partnership

Background: The Farm Worker Family Health Program (FWFHP) is a long-term successful and innovative teaching program encompassing nursing, physical therapy, dental hygiene, pharmacy, psychology and public health. The program is a collaborative partnership among five universities, a rural migrant health clinic and multiple community partners. The lead school of nursing recognizes that preparing nursing students to participate as members of interdisciplinary teams is a challenge, yet participating in the FWFHP teaches students not only that collaboration is essential for health care professionals, but a necessity in low resource settings.Purpose: Undergraduate community health students, dental hygiene students, nurse practitioner students from family practice, family nurse-midwifery, women's health and pediatrics, and graduate students from physical therapy, pharmacy, public health and psychology spend two weeks in a southern rural agricultural area working 12 hours a day to deliver health care and education to approximately 1000 migrant farm workers and their families. Year round program planning among all partners is vital to the program's success.Methodology: The FWFHP teaches students public health concepts in a real world setting, exposes students to rural service areas and addresses the pressing needs of a severely underserved population in the context of a community partnership model. The program is centered around the implementation of the core public health competencies: assessment, assurance and policy development. Additionally, the program exemplifies social responsibility, a core value of the lead school of nursing.Findings: Students leave this experience with a deepened appreciation for the resiliency of the migrant workers, the importance of interdisciplinary collaboration and with increased confidence in providing health care in low resource settings.Summary Concluding Statement: The partner universities' clinical training is enhanced by providing students with an immersion experience in a non-traditional setting focusing on social responsibility in health care practice. This poster will present program planning, implementation and outcomes. Background: The Farm Worker Family Health Program (FWFHP) is a long-term successful and innovative teaching program encompassing nursing, physical therapy, dental hygiene, pharmacy, psychology and public health. The program is a collaborative partnership among five universities, a rural migrant health clinic and multiple community partners. The lead school of nursing recognizes that preparing nursing students to participate as members of interdisciplinary teams is a challenge, yet participating in the FWFHP teaches students not only that collaboration is essential for health care professionals, but a necessity in low resource settings. Purpose: Undergraduate community health students, dental hygiene students, nurse practitioner students from family practice, family nurse-midwifery, women's health and pediatrics, and graduate students from physical therapy, pharmacy, public health and psychology spend two weeks in a southern rural agricultural area working 12 hours a day to deliver health care and education to approximately 1000 migrant farm workers and their families. Year round program planning among all partners is vital to the program's success. Methodology: The FWFHP teaches students public health concepts in a real world setting, exposes students to rural service areas and addresses the pressing needs of a severely underserved population in the context of a community partnership model. The program is centered around the implementation of the core public health competencies: assessment, assurance and policy development. Additionally, the program exemplifies social responsibility, a core value of the lead school of nursing. Findings: Students leave this experience with a deepened appreciation for the resiliency of the migrant workers, the importance of interdisciplinary collaboration and with increased confidence in providing health care in low resource settings. Summary Concluding Statement: The partner universities' clinical training is enhanced by providing students with an immersion experience in a non-traditional setting focusing on social responsibility in health care practice. This poster will present program planning, implementation and outcomes.

Incorporating Bioterrorism Content in the Nursing Curriculum: A Creative Approach

The community health faculty has developed a creative and comprehensive approach with community agencies to present bioterrorism content that could be useful to community health faculty in other schools of nursing. Since September 11, 2001, the United States has recognized that the threat of bioterrorism is real. Nurses are recognized by the American Association of Colleges of Nursing as key players in disaster response efforts. However, bioterrorism knowledge among nurses and nursing students has been reported to be low, and textbooks do not include comprehensive information about bioterrorism preparedness. Our college of nursing has collaborated with the U.S. Public Health Department to design a creative educational experience for community health students on bioterrorism and disaster preparedness. Content areas include the National Stockpile, the Planned Response to Pandemic Influenza provided by the U.S. Public Health Department, recognition and treatment of biological threats, and the care of patients with smallpox.

Using mobile technologies to give health students access to learning resources in the UK community setting

This article describes a project which explored the potential for mobile technologies to give health students in the community access to learning resources. The purpose included the need to identify possible barriers students could face in using mobile technologies. Another focus was to assess the students perceptions of the importance of being able to access learning resources in the community. This 1-year project used two main approaches for data collection. A review of the literature on mobile technologies in the health context was conducted. This was used in a systematic way to identify key issues and trends. The literature review was used to inform the design and production of a questionnaire. This was distributed to and completed by a group of community health students at Northumbria University, UK. The questionnaire was piloted and there was a 100% completion rate with 49 returned forms. The literature review indicated that most mobile technology applications were occurring in the US. At the time of the review the most prevalent mobile technologies were PDAs, laptops, WAP phones and portable radios with use being concentrated around doctors in the acute sector. A range of advantages and disadvantages to the technology were discovered. Mobile technologies were mainly being used for clinical rather than learning applications. The students showed a low level of awareness of the technology but placed great importance to accessing learning resources from the community. Significant development and changes are taking place in mobile technologies. Since the data collection for this work was completed in 2004 podcasting and videocasting have become significant in mobile learning for health professionals. Librarians will need to address the relevance and implications of m-learning for their practice. Care and consideration needs to be given on the time and resources librarians allocate for the necessary development work around mobile technologies. Collaboration and partnership working will be most effective approach for librarians wishing to integrate their services with m-learning technologies.

Using journals for community health students engaged in group work.

Teaching students concepts integral to community health nursing, such as collaboration and partnership, while providing clinical practica in community agencies, mandates that students address group process and evaluate self-growth. To facilitate reflection on self-learning in the context of collaborative group work, faculty and students use a structured, graded, weekly journal. This teaching and learning tool serves as a mechanism for assisting students with understanding group process.