Public Health Nursing Education Research Articles

A qualitative study of public health nurses' perspectives and experiences on nutritional guidance for parents of infants and toddlers.

In Norway, public health nurses (PHNs) are responsible for giving parents nutritional knowledge, but limited research describes how they perceive this task. This study explores PHNs' perceptions and experiences on nutritional guidance for parents of infants and toddlers. Semistructured interviews with six PHNs were conducted and transcribed verbatim. Data were subjected to thematic analysis. Five main themes were identified: (1) Dietary guidance for parents is central to the work; (2) PHNs perceive they have parents' trust, and parents are in general open to nutrition counselling; (3) food and meals must be seen in light of the family context; (4) The dialogue must be adapted to the individual family; and (5) PHNs have expertise on nutrition; however, updating knowledge is difficult. Nutritional guidance was perceived by PHNs as a core activity. They felt that they had parents' trust, and that parents were particularly open to nutritional guidance during the first 2 years. Counselling was generally well received, but conversations on overweight were perceived as difficult. PHNs strove to tailor their guidance to individual needs. However, providing guidance on a wide range of issues in different families and cultures could be challenging. They acknowledged a need for updating knowledge but the offer of courses was sparse. Our findings suggest a discrepancy between how nutrition is prioritized in the education of PHNs and what they encounter in clinical practice. In the future, this should be given more attention given the PHNs' unique position to promote healthy eating and long-term health.

The Development of Education of Public Health Nurses for Applying Genomics in Preventive Health Care.

Genetics and genomics have become one of the most important development areas in healthcare. For this reason, it is essential that nursing professionals take their role to offer their skills in implementing genomics in health promotion. The education of public health nurses is taking vital steps in training the health promoters who are able to take the genome-based knowledge into account in precision healthcare. Tampere University of Applied Sciences managed to integrate genomics into the studies of public health nursing. This article describes the process of development and lays emphasis on the importance of genomic education of public health nurses.

A Sisyphean task: Developing and revising public health nursing competencies.

BackgroundCompetencies are intended to enhance the public health workforce's skills. Competencies used to evaluate public health nursing (PHN) practice and education have been promoted by several nursing organizations. Having multiple sets of competencies raises questions about redundancies and their usefulness in evaluating PHN, as well as the central question about the value of the competencies themselves.MethodsA literature review of psychometric evaluation research of the competencies was performed. Qualitative content analyses were conducted of seven documents: Association of Community Health Nursing Educators’, 2000 and 2010 essentials; Quad Council Coalition's 2004, 2011, and 2018 competencies; and the American Nurses Association's, 2013 and the 2021 draft of PHN scope and standards of practice with respect to competency definition, conceptual basis, and use of an established taxonomy.ResultsNo psychometric evaluations of the competency sets were found. Textual content analysis revealed inconsistent and or missing competency definitions and theoretical frameworks with competencies proliferating over time. Taxonomy analysis identified minimal competencies at higher complexity levels according to Bloom's revised taxonomy.ConclusionsAnalyzed competencies lack reliability and validity testing, making assessment difficult for PHN educators and practitioners. Multiple and competing competencies further erode PHN's visibility, even among public health nurses. With unending revisions of PHN competencies and lack of supporting evidence regarding their effect and their integration into education or practice, recommendations for future efforts are offered.

Students’ Learning in Practical Training to Acquire the Abilities to Develop a Health Care System and Programs in Graduate School Basic Education for Public Health Nurses

Students’ Learning in Practical Training to Acquire the Abilities to Develop a Health Care System and Programs in Graduate School Basic Education for Public Health Nurses

First Progress Report of the Preparatory Committee of the Japan Association of Public Health Nurse Educational Institutions (JAPHNEI) for Public Health Nursing Education Evaluation: Significance and Framework

First Progress Report of the Preparatory Committee of the Japan Association of Public Health Nurse Educational Institutions (JAPHNEI) for Public Health Nursing Education Evaluation: Significance and Framework

Opinion Exchange Meeting for Member Schools Planning to Reinforce Public Health Nursing Education in the Master’s Course

Opinion Exchange Meeting for Member Schools Planning to Reinforce Public Health Nursing Education in the Master’s Course

Curriculum and Establishment Process of Public Health Nursing Education for a Master’s Course: From Summer Seminar for Faculty in 2021

Curriculum and Establishment Process of Public Health Nursing Education for a Master’s Course: From Summer Seminar for Faculty in 2021

Flipping the Classroom: Incorporating Video Production in Public Health Nursing Education.

A video production activity utilizing a flipped-classroom approach was used in a public health nursing course to educate undergraduate nursing students about infectious diseases. After reviewing an audio-recorded lecture at home, students were divided into small groups to create short video clips on selected infectious diseases. Four themes emerged from the subsequent participant survey: engagement, in-depth understanding but concerns for new knowledge acquisition, practical, and room for improvement. The flipped classroom approach with video production encouraged students to engage in their public health nursing class and provided them with an opportunity to practice important communication skills.

第9回日本公衆衛生看護学会学術集会ワークショップ報告 公衆衛生看護の実践・教育・研究の発展に貢献する専門家認証制度を考えよう ～日本公衆衛生看護学会認定専門家認証制度（案）について～

第9回日本公衆衛生看護学会学術集会ワークショップ報告 公衆衛生看護の実践・教育・研究の発展に貢献する専門家認証制度を考えよう ～日本公衆衛生看護学会認定専門家認証制度（案）について～

Effectiveness of Health Guidance Simulation in Community Settings for Public Health Nursing Students: A Preliminary Study.

IntroductionSimulation-based learning is a relatively new concept in public health nursing education, and little is known about the efficacy of this approach for teaching of health guidance. Objective: The aim of this study was to evaluate the effectiveness of health guidance simulation in community settings for public health nursing students.MethodsUsing a pre/post-test design, 29 public health nursing students in their third year participated in a high-fidelity simulation program with standardized patients. We developed six scenarios on health guidance for three themes (mother and child, tuberculosis, and adult occupational health) and practice guidelines for the standardized patients to act and assist in understanding of the purpose of the course. Data were collected at baseline and after the simulation sessions through evaluation sheets that the students placed in a designated box on campus. Changes in the level of self-confidence of the students were evaluated based on the “practical skills required for public health nurses and achievement level at graduation” of the Ministry of Health, Labor and Welfare, and the skills in the minimum requirements for public health nurse education defined by the Japan Association of Public Health Nurse Educational Institutions.ResultsThe total score for self-confidence and the mean self-confidence scores for health guidance skills for mother and child, tuberculosis, and adult occupational health nursing were significantly higher post-test compared to pre-test (p < 0.001).ConclusionThese results indicate that high-fidelity simulation focused on health guidance in community settings can bridge the gap between theoretical knowledge and practice of students.

Opinion Exchange Meeting for Member Schools Planning to Reinforce Public Health Nursing Education in the Master’s Course

Opinion Exchange Meeting for Member Schools Planning to Reinforce Public Health Nursing Education in the Master’s Course

Nursing Shifts in Sichuan: Canadian Missions and Wartime China, 1937–1951 by Sonya Grypma (review)

Reviewed by: Nursing Shifts in Sichuan: Canadian Missions and Wartime China, 1937–1951 by Sonya Grypma Gilbert Z. Chen (bio) Sonya Grypma. Nursing Shifts in Sichuan: Canadian Missions and Wartime China, 1937–1951. Vancouver: University of British Columbia Press, 2021. 320 pp. Hardcopy $89.95, isbn 978-077-486-571-5. The central message of Sonya Grypma's Nursing Shifts in Sichuan: Canadian Missions and Wartime China, 1937–1951 is that the Sino-Japanese War (1937–1945) fundamentally changed the dominant approach to modern nursing and nursing education in China. To illustrate the watershed shift, Grypma focuses on nursing programs offered at two distinct but influential institutions, the West China Union University (WCUU) and the Peking Union Medical College (PUMC). Until the outbreak of the war, the WCUU, founded by the United Church of Canada West China Mission in Chengdu in 1910, represented the then-prevalent model of nursing education. Missionary-run medical schools like the WCUU instilled in students a notion of nursing as a hospital-based vocation imbued with Christian significance, that is, nursing offered an opportunity to fulfill the religious imperative to alleviate the suffering of strangers. By contrast, the PUMC epitomized a more secular alternative. First established in Beijing in 1906 and later lavishly sponsored by the prestigious Rockefeller Foundation, the PUMC was an avid recipient and transmitter of nursing and nursing education ideas that first emerged in early twentieth-century America. To the PUMC, nursing was not merely a method to provide symptomatic relief from disease and soothe the individual patient's pain. Instead, it was "a scientifically based means toward a population-based end: a health citizenry" (p. 14). It meant that the primary task of nursing was to offer preventative measures that would help improve the overall health of the entire population. To achieve this ambitious goal, the PUMC required its students to go through a rigorous collegiate nursing program. Whereas WCUU graduates only received a nursing diploma, their PUMC counterparts received both a diploma and a baccalaureate degree. Overall, the PUMC aimed to train not simply rank-and-file nurses, but nursing leaders who would direct the future development of nursing in China. For decades, there was little interaction between the two institutions, and the two approaches to nursing and nursing education barely overlapped. The situation, however, drastically changed after the outbreak of the Sino-Japanese War (1937–1945). As the Japanese overran east China, a substantial group of medical professionals joined millions of others to seek refuge in west China. Most significantly, after the Japanese takeover of the PUMC campus in 1943, its faculty and students took pains to relocate to Free China and reopened the school on the WCUU campus. Over the following three years, PUMC nurses changed how nursing was taught and practiced in Sichuan. By the end of the [End Page 194] war, even WCUU students began to challenge the long-established missionary model and embrace ideals (e.g., public health nursing and university-level nursing education) trailblazed by the PUMC. From Grypma's perspective, the war had thus helped transform modern nursing in China from one heavily dictated by Westerns to one controlled by Chinese nurses and defined on Chinese terms, thereby completing the decades-long process of the "Sinofication" of nursing. To understand this paradigmatic transformation, Grypma underscores the apparently conflicting role of the destructive and constructive nature of war. On the one hand, the war significantly weakened the position of Western medical missionaries in China. Even in west China which often did not suffer the direct impact of the war on its territory, wartime difficulties such as periodic air raids, shortage of material, and rampant inflation forced numerous missionary nurses to leave China. The exodus of foreign missionaries consequently created a leadership void only to be filled by Chinese nurses, the majority of whom were PUMC alumnae. On the other hand, at a more general level, the war had fundamentally undermined the legitimacy of the foreign imperialist presence in China and sparked growing nationalism. These changes thus further whittled away the time-honored missionary view of nursing as a form of altruistic vocation and elevated the competing understanding of public health nursing as a patriotic...

Public Health Nursing Education Committee Activity Report (Special Project)

Public Health Nursing Education Committee Activity Report (Special Project)

The Process of Structuring Community Health Needs by Public Health Nurses Through Daily Practice: A Modified Grounded Theory Study

PurposeIt is extremely difficult to apply the model learned in basic education for public health nurses (PHNs) to conduct community health assessments. The purpose of this study was to clarify the process by which community health needs can be structured through PHNs’ daily practice. MethodsSemistructured interviews were conducted in 29 PHNs, and continuous comparative analysis using a qualitative study was performed with a modified grounded theory approach. ResultsThe participants “used their five senses to understand the relationship between the health and life of people” and “considered those who do not attend” by “learning from stakeholders.” To verify such subjective feelings sourced from vague phenomena within the communities, subjective phenomena were converted into qualitative data. ConclusionThe application of the findings to organizational continuous education systems may not only help appropriately improve community health assessment methods but can also help improve the evaluation of daily practice and contribute to professional human-resource development.

保健師基礎教育検討委員会（特別プロジェクト）活動報告

保健師基礎教育検討委員会（特別プロジェクト）活動報告

公衆衛生看護学教育モデル・コア・カリキュラム（2017）の教育実践への活用

公衆衛生看護学教育モデル・コア・カリキュラム（2017）の教育実践への活用

Process for the Establishment of Non-Displacement 28 Credits Advanced Curriculum in Public Health Nursing Education: From Summer Seminar for Faculty

Process for the Establishment of Non-Displacement 28 Credits Advanced Curriculum in Public Health Nursing Education: From Summer Seminar for Faculty

Research Trends and Issues Regarding Public Health Nursing Education after Revised Regulation of Training Institution for Public Health Nurses in 2011

Research Trends and Issues Regarding Public Health Nursing Education after Revised Regulation of Training Institution for Public Health Nurses in 2011

Committee for Promoting the Use of the Public Health Nursing Education Model Core Curriculum Activity Report

Committee for Promoting the Use of the Public Health Nursing Education Model Core Curriculum Activity Report

Achieving consensus on the undergraduate curriculum of public health nursing in Turkey.

The aim of this study was to construct a consensus on the undergraduate learning objectives and topics for public health nursing (PHN) in Turkey. A three-round e-mail-based Delphi study was conducted between May and July 2015 with a national sample. Ninety-one academics from 54 universities were invited as experts to participate by e-mail. Fifty-nine academics from 43 universities participated in the study. Data were analyzed by computing the median, quartiles one and three, and the interquartile range for each learning outcome and topic. Consensus was considered as less than the interquartile range of 1.2. Experts who participated in the study added 70 learning outcomes, eight main topics, and 278 sub-topics during the first round. Round I generated 170 learning outcomes, 28 main topics, and 385 sub-topics. At the end of Round II, consensus was reached on 126 learning outcomes, 22 main topics and 168 sub-topics. At the end of Round III, consensus was achieved for 126 learning outcomes, 22 main topics, and 169 sub-topics. The learning outcomes and topics that were decided upon through a consensus process will contribute to the standardization and development of PHN education.