Community-based nursing versus community health nursing: What does it all mean?

Zotti, Marianne E.; Brown, Paul E.; Stotts, R. Craig

doi:10.1016/s0029-6554(96)80094-7

Cited by 23 publications

(23 citation statements)

References 3 publications

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“…What does exist suggests, first, that community health clinical education is oriented toward community health nursing care, which usually focuses on health promotion and injury/illness prevention activities and may involve population-level initiatives, rather than communitybased nursing, which may involve acute, rehabilitative, or palliative care in the community setting (Edwards & Alley, 2002;Zotti, Brown, & Stotts, 1996).…”

Section: What Do We Know About Community Health Clinical Education Inmentioning

confidence: 99%

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

Cohen

Gregory

2009

International Journal of Nursing Education Scholarship

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This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

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Section: What Do We Know About Community Health Clinical Education Inmentioning

confidence: 99%

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

Cohen

Gregory

2009

International Journal of Nursing Education Scholarship

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“…[6] Therefore, Zotti et al [21] suggested that attention to these programs rested on a community philosophy that guides care in all specialities and all settings that consist of more than observational experiences, as students engage in both service and learning. Mtshali [6] acknowledged that the vital elements of this form of learning are reflective of the experience, and relationship reciprocities beneficial to students, their educational institutions, and the community.…”

Section: Discusion Of Findingsmentioning

confidence: 99%

Community-based pedagogy of nursing in developing countries: An integrative review

Nambozi

Locsin²

2016

JNEP

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Purpose: Community-based nursing education programs have been recognized for innovative pedagogies. Their influence have focused on clinical experiences of students redirected from hospital-based to community settings. However, their implementation, pedagogy, and impact on the quality of nursing education outcomes have not been clearly evaluated. The purpose of this paper was to explore the extent, nature, and quality of community-based nursing education programs in developing countries. Methods: An integrative review was performed of published studies from January 1993 to July 2014 using the key search terms: community education, alternative clinical nursing experience, pedagogy of nursing, and clinical experience. Search was done using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Applied Social Science Index and Abstract (ASSIA, Medical Literature Analysis and Retrieved System Online (MEDLINE), British Nursing Index and Ovid SV. Two evaluation tools appraised these publications: The Critical Appraisal Skills Program (CASP UK 2014), and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Results: There were 1,530 articles of which 800 were relevant citations only 38 articles met the appraisal criteria. However, five more articles were found in 2014 bringing the total to 43 articles. Five themes were revealed, the nature and purpose of community-based nursing education, significance of placement and learning environment, the impact of community-based nursing education, the challenges and sustainability of community-based nursing education programs, and nurse educator/facilitator role. Conclusions: The themes bared the nature, quality, and impact of community-based nursing education supportive of the pedagogical approach of modelling education for nursing and health care professionals, particularly in developing countries. The findings suggest that alternative clinical nursing education experiences such as community-based experiences are expected, providing quality educational outcomes. Implications for nursing and education policy: The nature, impact, and pedagogical innovations in community nursing education can inform educational policies and influence future nursing education programs.

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“…From the perspective of CHN faculty, CBN was viewed in much the same manner as that articulated by Ayers et al (1999), Zotti, Brown andStotts (1996), andHunt (1998). All reflected the IOM definition of primary care:…”

Section: Curriculum and Accreditation Guidelinesmentioning

confidence: 99%

“…(Hunt, 1998, pp. 45-46) In contrast, CHN faculty at the University of Miami conceptualized population-based CHN as essentially synonymous with public health nursing as defined by the public health nursing section of the American Public Health Association (1981Association ( , 1996, The Quad Council of Public Health Nursing Associations 1 (1999), and Zotti et al (1996):…”

Section: Curriculum and Accreditation Guidelinesmentioning

confidence: 99%

Health-Culture Reorientation of Registered Nurse Students

DeSantis

2001

J Transcult Nurs

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There is a need for a health-culture reorientation of nurses from acute care to community-based care if the profession is to respond effectively to sociocultural, political, economic, and educational forces moving health care and decision making back into the community. Concepts from anthropology, international health, and transcultural nursing provided the basis for initiating a health-culture reorientation of acute care-oriented (RN-BSN) students enrolled in a population-based community health nursing course given in a weekend format. The course centered on developing a primary health care project from assessment data gathered via the community-as-partner model. Problems encountered, methods of evaluation, and ongoing project development are discussed.

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Community-based nursing versus community health nursing: What does it all mean?

Cited by 23 publications

References 3 publications

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

Community-based pedagogy of nursing in developing countries: An integrative review

Health-Culture Reorientation of Registered Nurse Students

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