Prisons as Learning Environments for Nursing and Public Health Practice

Background: Challenges in Securing Community Nursing Rotation Sites Eighteen years of providing clinical placement for Bachelor of Science in Nursing (BSN) students has demonstrated that community-based educational opportunities are shrinking due to: •Increased regulatory requirements •Competing numbers of nursing schools •Increasing student enrollment •Decreasing availability of community resources capable and willing to precept students These issues present challenges to preparing students for nursing practice. A college of nursing at an urban, academic health center found a solution by working with unexpected partners – maximum security prisons and juvenile detention centers. A Novel Solution: Partnerships with Prisons Several factors make prisons an ideal learning environment for nursing students. Prisons serve as microcosms of society, reflecting social determinants of health within confined communities. They allow students to work alongside interprofessional teams experienced in correctional health, mental/behavioral health, infection control, and community health. There is ample opportunity for individual assessment and patient education, as well as population-based care. Finally, working with the diverse inmate population promotes cultural awareness and sensitivity. Poster presented at: Urban Health Symposium, Re-Imagining Health in Cities, From Local to Global. An international symposium hosted by The Drexel Urban Health Collaborative at the Dornsife School of Public Health. Philadelphia, Pa. September 7-8, 2017.https://jdc.jefferson.edu/nursingposters/1012/thumbnail.jp

Community Nursing: Health Care Behind Closed Doors

Focus of nursing education in the 21st century is to teach students how to work with individuals & families within a community setting & to develop skills in providing nursing care that stresses community as the client. The expectation of the APHA is that BSN students will be educationally prepared to work with & improve the health of individuals, families, & diverse populations within the community.https://jdc.jefferson.edu/nursingposters/1008/thumbnail.jp

Accelerating Curriculum Design: A Love It, Don\u27t Leave It Approach to Creative Process and Idealized Design

Purpose and Background: The Institute of Medicine’s (IOM) report (2010) on the “Future of Nursing” emphasized the need for nurses to lead health care change. One of the key messages in this report is a call to action for nursing schools to re-envision nursing education that focuses on a population-based perspective and emerging roles for nurses across the care continuum. With an evolving focus on primary and community-based care rather than acute care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses now and in the future will need to be prepared with a breadth of knowledge, skills, and competencies. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Nursing curriculum design varies widely and can span the course of two to five years. To reduce the lengthy process and ensure faculty commitment, JCN leadership selected a core team of nine faculty members to navigate the full faculty through the design of the curriculum. Each team member was assigned three teaching credits for curriculum development and design. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. To ensure that the curriculum reflected multiple perspectives, the team recruited six stakeholders including a nurse practice partner, health care consumer, community leader, alumnus, current student, and adjunct clinical faculty. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.https://jdc.jefferson.edu/nursingposters/1009/thumbnail.jp

The Use of Narrative Pedagogy and Unfolding Case Ivan to Promote Interprofessional Collaboration and Education among Nursing and Radiology Students

Background • Definition of Interprofessional Practice: Multiple health workers from different backgrounds work together with patients, families, careers and communities to deliver the highest quality of care (World Health Organization, 2010) • To Err Is Human: Building a Safer Health System Recommended interdisciplinary team training to increase patient safety and quality health care (Institute of Medicine, 1999) • Crossing the Quality Chasm: All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics. (Institute of Medicine, 2001) • The Future of Nursing: Leading Change, Advancing Health: Nurses should be full partners, with physicians and other health care professionals, in redesigning health care in the United States (Institute of Medicine, 2010

The Use of Narrative Pedagogy and Unfolding Case “Ivan” To Promote Interprofessional Collaboration and Education Among Nursing and Radiology Students

Purpose: Nursing students are unfamiliar with roles and responsibilities of their healthcare colleagues and how partnering with them can impact patient health outcomes. Many are unaware of how an interprofessional healthcare team contributes to preventing and resolving healthcare issues affecting care transition from tertiary settings back to the community. Case “Ivan” is a real lived experience that was shared to prepare nursing and allied health students for interprofessional, patient-centered care practice. Poster presented at: NLN Education Summit, 2015:Bridging Practice and Education, Las Vegas, Nevada, September 30, 2015-October 2, 2015.http://jdc.jefferson.edu/nursingposters/1011/thumbnail.jp

The H.E.R.E.© Curricular Model...Educating Nursing Students for 21st Century Health Care

Background: The focus on traditional acute, hospital-based health care is being replaced with a new paradigm aimed at providing primary care, care of populations, and care across transitions and providers. As changes unfold, nursing education is challenged to prepare graduates who can effectively function in new healthcare environments of the 21st century. In response, the Jefferson College of Nursing (JCN) embarked on the ambitious task of designing a new 21st century baccalaureate nursing curriculum over a 13-month period. Although a 13-month turnaround time for curriculum design is unprecedented, what is most unique about JCN’s initiative is that it began with a charge of developing an idealized curriculum from a blank slate. Advised by a curriculum consultant, a group of nine faculty and six key stakeholders (known as the Curriculum Navigators) created ‘The H.E.R.E© Curricular Model’ which provides a framework for a nursing curriculum that is forward thinking and contemporary. The four major themes of the H.E.R.E© model, Interprofessional Collaboration, Innovation, Population Health and Practice Excellence, are the foundation for the curriculum model as well as the curriculum’s organizing framework statement, Promoting Health and Quality of Life along the Care Continuum. A concept-based approach based on Giddens book (2013) organizes the curriculum concepts. Traditional clinical experiences were replaced with “Immersions” that encompass objectives from concurrent courses and connect didactic concepts to patient care experiences across the health care continuum and settings. Poster presented at: American Association of Colleges of Nursing (AACN), 2016 Baccalaureate Education Conference: Innovating Nursing Education to Improve the Health of the Nation. Anaheim, California. November 17-November 19, 2016.https://jdc.jefferson.edu/nursingposters/1010/thumbnail.jp

Development of a Disaster Preparedness Interprofessional Education (IPE) Program for Health Profession Students

Despite numerous attacks and threats both in the US and around the world, there is no standardized disaster preparedness curriculum for health profession students This project is the development and implementation of an IPE disaster preparedness curriculum with both a mandatory component and additional training as an elective at Thomas Jefferson University (TJU) in Philadelphia Upon completion of the elective component, students are Federal Emergency Management Agency (FEMA) Hospital Emergency Response Team (HERT) certified and become part of the hospital’s disaster response and decontamination teamhttps://jdc.jefferson.edu/jcphposters/1015/thumbnail.jp