Turning Concern Into Confidence: Planetary Health Needs in Nursing Education.

BACKGROUND: Climate change is a recognized global threat to human health, and nurses must be prepared to mitigate its negative effects. This article describes nursing student and faculty opinions about climate change and associated planetary health curricular needs. METHOD: A survey including the Six Americas Super Short Survey and an adaptation of the Planetary Health Report Card was developed and emailed to nursing students and faculty. RESULTS: Student (n = 72) and faculty (n = 56) responses showed that although they were concerned about climate change, they were not confident in preparation of nurses student to climate change and its impact. Students and faculty shared perceptions about specific curricular areas are to be included in curricula. CONCLUSION: In response to the updated Essentials, which include specific reference to climate change, widespread curricular change is imminent in nursing education. This study offers insight for integrating climate change and planetary health into nursing curricula. [J Nurs Educ. 2024;63(3):178-181.].

Distribution of fresh foods in food pantries: challenges and opportunities in Illinois during the COVID-19 pandemic.

BACKGROUND: The charitable food system distributes free food to clients across the U.S., but many nutrition and health-focused efforts encounter barriers to success, which were exacerbated during the COVID-19 pandemic. The objective of the current study was to understand barriers and facilitators to distributing nutritious, fresh foods in food pantries across Illinois during the COVID-19 pandemic. METHODS: Forty-nine pantry representatives participated in focus groups in October 2021. A codebook was created based on relevant literature, stakeholder interests, and an initial review of the recordings. Transcripts of each group were coded and analyzed using a basic interpretive approach. RESULTS: Pantries distribution of fresh foods was impacted by community partners, food bank policies and practices, and the quality of the donated fresh foods. Physical constraints of pantries limit fresh food storage capacity. The COVID-19 pandemic magnified stressors in the charitable food system which highlighted how community partners might improve fresh food distribution. CONCLUSION: Focus groups with food pantry representatives across Illinois provided key insights that can inform future efforts to facilitate fresh food distribution in the charitable food system. Future studies should evaluate the effects of the suggested initiatives and changes at the food pantry, food bank, and policy levels.

Development and Validation of an Operational Model for Nursing Academic-Practice Partnerships.

BACKGROUND: Several definitions and guiding principles for nursing academic-practice partnerships exist. PROBLEM: There remains a gap between academic-practice partnership definitions and practical operational models, thereby limiting schools of nursing ability to engage in productive partnerships. This article describes the development and validation of a novel Operational Model for Nursing Academic-Practice Partnerships. APPROACH: An email survey of all nursing faculty (n = 228) identified quantity and types of faculty-led academic-practice partnerships. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed via thematic analysis conducted by 2 members of the project team and validated by the full project team. OUTCOMES: The Operational Model for Academic-Practice Partnerships was created and is comprised of 8 partnership strategies: innovation, embedded faculty, joint appointment, consultant, independent practice, volunteer, scholarship, and clinical site development. CONCLUSION: We offer this model as a framework to structure the development, implementation, and evaluation of academic-practice partnerships at nursing schools.

Supporting and Establishing Gender and Sexuality Alliances in Chicago Public Schools.

School nurses are uniquely positioned to support lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) students. One approach is involvement in Gender and Sexuality Alliances (GSAs). GSAs have been found to improve outcomes for LGBTQ students. The purposes of this quality improvement project were to build infrastructure for GSAs by implementing a GSA Support Plan including a digital resource binder, GSA advisor trainings, and establishment of an Advisor Leadership Committee and increase the number of schools with a GSA. The binder was distributed electronically to 95 advisors. Forty-nine participants attending virtual trainings. A statistically significant increase in all measures of participant confidence occurred between the pre- and post-training surveys. The Advisor Leadership Committee was established. This paper adds to the literature by showing that support for GSAs is important to aiding LGBTQ students. Further, authors suggest ways in which school nurses can harness their expertise to be involved with GSAs.

Effects of the COVID-19 Pandemic on Academic-Practice Partnerships: Implications for Nursing Education.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic affected academic-practice partnerships in multiple ways. This article examines how the pandemic affected partnerships at one college of nursing. METHOD: A survey on the effects of COVID-19 on academic-practice partnerships was sent to all faculty (n = 228). Data were analyzed using a mixed-method approach. RESULTS: Of 69 surveys that were completed, 38 faculty reported 52 unique partnerships during the 2019-2020 academic year. Of the 52 partnerships, 63% (n = 33) had changed and 12% (n = 6) were newly established partnerships in response to COVID-19. Common changes included temporary suspension of activities (n = 13) and a change (n = 9) or decrease (n = 7) in activities. Major themes included clinical disruptions and transitioning to telehealth and online services. CONCLUSION: COVID-19 created challenges for academic-practice partnerships but also generated opportunities for nursing education to contribute to the pandemic response and meet evolving population and organizational needs. [J Nurs Educ. 2022;61(9):533-536.].

A School Wellness Partnership to Address Childhood Obesity.

BACKGROUND: Childhood obesity is a complex public health issue that requires community and environmental factors be addressed. Efforts to combat childhood obesity must be multifaceted and include community-based partnerships. OBJECTIVES: The objective of this paper is to describe a partnership between a county health department and a local school district to address childhood obesity. METHODS: As part of a formal School Wellness Partnership, a nutrition and physical activity program was designed to meet the needs of a school community. The program included parent and teacher education, school-wide messaging and take-home activities. LESSONS LEARNED: The partnership generated positive program outcomes, including increased teacher knowledge and confidence and parental knowledge regarding healthy childhood behaviors. Lessons learned included the importance of resource sharing and building a stronger program with mutual partner benefits. CONCLUSIONS: Community partnerships can lead to expanding health outreach and building community capacity to promote health through collaborative program development efforts.

Impact of COVID-19 on public health nursing student learning outcomes.

BACKGROUND: The COVID-19 pandemic has highlighted the importance of a strong, effective public health nursing workforce while also requiring public health nursing faculty to adapt teaching strategies as courses transitioned online. It is essential to understand how the pandemic-enforced transition from face-to-face to remote learning impacts student outcomes. The purpose of this paper is to compare student learning outcomes in a pre-licensure public health nursing course before, during, and after the transition to remote learning. METHODS: Descriptive statistics were computed for assignments, exams, and final course grades for three terms (Fall 2019, Spring 2020 and Fall 2020). RESULTS: Analysis showed statistically significant differences between terms for assignments and exams but not the final course grade. However, these differences were driven by small standard deviations rather than differences between mean scores demonstrating that there was actual little difference in student learning outcomes across terms. CONCLUSIONS: Authors suggest strategies to support consistent academic outcomes and future research needed understand student learning outcomes during the pandemic; ultimately building the public health nursing workforce necessary to address the current and future public health crises.

From the Classroom to the Virtual World: Faculty Response to COVID-19.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic forced nursing educators to switch face-to-face courses to virtual learning. This article describes how faculty transitioned a face-to-face public health nursing course to remote learning and examines student response to this transition. METHOD: Data were collected via a 12-question REDCap survey. Using a mixed-methods design, descriptive statistics were calculated for quantitative data, and a descriptive qualitative approach was used for qualitative data analysis. RESULTS: Survey response rate was 35% (n = 26). Using a 4-point Likert scale, mean question score was 3.55 (range, 2.65 to 3.85). Themes within the transition facilitator category included emotional support for students, communication, availability, flexibility, and course organization. Themes within the transition challenges category included examinations, course-to-course communication, COVID-19 course content, and technology. CONCLUSION: It is essential for nursing educators to learn from the emergency transition of spring 2020 to capitalize on successes and mitigate challenges moving forward. [J Nurs Educ. 2021;60(9):509-512.].

Public Health Nursing and Community Health Worker Teams: A Community-Based Preventive Services Clinic Exemplar.

Since 2009, a community-based, collaborative exemplar in Richmond, Virginia, involving 8 satellite clinics of the state health department, has been implemented within public housing units to focus on prevention and access to care. These satellite centers, known a resource center (RCs), are staffed by public health nurses, community health workers, and nurse practitioners working in complementary roles. The RCs have provided education to 2609 clients on family planning, safe sex practices, safe car seat use, and screening for sexually transmitted infections and have made 9591 patient referrals to health, social, and community services.

Faculty perspectives on transitioning public health nursing clinical to virtual in response to COVID-19.

The COVID-19 pandemic has highlighted the need for public health nursing as an integral part of a strong public health workforce. However, it has also created challenges in preparing future nurses as much of nursing instruction, including clinical experiences, needed to urgently transition learning to a virtual environment. This paper describes the process faculty experienced during spring 2020 to quickly transition public health nursing clinicals from in-person to virtual learning in response to COVID-19. Further, faculty lessons learned are shared and include the importance of creating a supportive team dynamic, embracing innovation, continuing to engage with community partners, and adapting to meet emerging student needs during the evolving pandemic. The process and lessons learned may act as a guide for other nursing programs as we continue to navigate nursing education during this and future pandemics.

A scholarly concentration program to promote public health nursing for generalist Clinical Nurse Leader students.

BACKGROUND: The number of public health nurses has decreased consistently and significantly since the 1920's. The recent COVID-19 pandemic has put a spotlight on the need for more public health nurses in the workforce. The number of novice nurses entering into public health roles is declining, demonstrating a clear need to mentor pre-licensure nursing students into the public health nursing workforce. Scholarly concentration (SC) programs are a method to explore specialty roles through in-depth scholarly activities, outside of core curriculum. However, SC programs have not been described in the nursing literature. The purpose of this paper is to describe the development of a SC program to engage pre-licensure Clinical Nurse Leader (CNL) students in scholarly activities related to public health nursing. PROGRAM OVERVIEW: This Public Health Nurse Scholars program was developed in 2014 with the goal of developing a cadre of generalist CNL students with experiences in public health nursing scholarly activities. The program aimed to increase awareness of career and scholarship opportunities through mentorship with public health nursing faculty. Students were encouraged to attend and present at professional conferences, participate in active scholarly projects and conduct quality improvement projects from a public health nursing perspective. The program was designed to foster students' public health nursing leadership and presentation skills and enhance their self-directed learning. RESULTS: To date, 46 pre-licensure nursing students were selected as Public Health Nurse Scholars. Sixty-seven percent (n = 31) have graduated as Public Health Nurse Scholars; 33% (n = 15) are current Public Health Nurse Scholars. Twelve public health nursing faculty have served as mentors. As a result of the program 15 scholars attended and 3 scholars presented respectively at community/public health nursing conferences, and several scholars had related professional development opportunities. A majority of Public Health Nurse Scholars have designed and implemented a capstone quality improvement project with a public health nursing perspective, 15 of which were completed at community-based sites. CONCLUSIONS: In the face of our current global, public health crisis, there is a clear need to develop a cadre of novice nurses prepared to enter the public health nursing workforce. The Public Health Nurse Scholars program shows promise towards encouraging an interest in public health nursing scholarship. Schools of nursing may consider the implementation of similar SC programs as an approach to mentor pre-licensure nurses in other specialty areas such as gerontological and neonatal nursing.

Engaging the School Community in a Nutrition and Physical Activity Program: The Role of the 21st-Century School Nurse.

Childhood obesity is an important public health issue that can affect child health and academic outcomes. Schools are essential in promoting healthy childhood behaviors through the implementation of programs that reach the whole school community. School nurses can play a key role in designing, implementing, and evaluating feasible strategies, including school-based nutrition and physical activity messaging programs, that meet school-specific needs. This article will explain how school nurses can utilize principles of the Framework for 21st Century School Nursing Practice™ to design programs that engage the whole school community while addressing implementation barriers.