Context: Health disparities are among the critical public health challenges. Objectives: To analyze the extent to which local health departments (LHDs) perform activities for addressing health disparities, changes in proportion of LHDs’ performing those activities since 2005, and factors associated with variation in such engagement. Methods: We used the 2013 National Profile of LHDs Survey to perform Logistic Regression of activities LHDs performed to address health disparities. Results: About 20 percent of LHDs did not perform any activity to address health disparities. Significant decreases occurred since 2005 in the proportion of LHDs that performed health disparity reduction/elimination activities for four activities. LHD characteristics significantly associated (p≤0.05) with the increased likelihood of performing activities to address health disparities were: recent completion of community health assessment, community health improvement plan and agency wide strategic plan. Other significant positive impacts on such activities included per capita expenditures, local governance, having one or more local boards of health, larger population size and metropolitan status of the LHD jurisdiction. Conclusions: Reduced infrastructural capacity of LHDs has resulted in fewer LHDs addressing health disparities in their jurisdictions. LHD characteristics associated with higher performance of activities for health disparity reduction identified by this research have important policy implications.
The argument on which this paper is based is that the activities of teaching and learning nursing draw on a number of disciplines and fields of knowledge. To support this argument, elements in the process of teaching and learning in nursing are set out and each one is analysed and discussed. The elements so analysed are later put together to give a synthesis of the intended outcomes of the process of nursing education. The paper is supported with an extensive bibliography.
The aim of the study was to determine how British nurse tutors and nurse learners perceive the role of the nurse tutor in the field of general nursing. A survey by questionnaire was the method of inquiry used. The sample was drawn from eleven schools of nursing in one Regional Health Authority in England, and comprised 317 nurse learners and 93 nurse teachers. Data from the questionnaires were analysed using the statistical technique of factor analysis. In particular the learners' data were used to derive factor scales relating to aspects of the role of the nurse tutor. Twelve such factor scales emerged from the factor analysis of the data. Agreement was found between the learners and the teachers on four of these factor scales and disagreement was found relating to the remaining eight. It is suggested that the areas of agreement might form the basis for the systematic description of the role of the nurse tutor. Conversely, the areas of disagreement could provide a basis for further research into this subject.
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