Integration of a community-based engagement model of service learning in a master’s entry nursing program

Abstract

The future of nursing will include a growing presence in communities with less focus on hospital health care. In response to the need for community health focused learning a five-course community engagement experience model was designed for the master’s entry to nursing practice students in a nursing program. Community Engagement, defined as the process of working together in a collaborative spirit with groups of persons who are affiliated by geographic, special interest, or health care needs (CDC/ASTDR, 2006), is an ideal way for nursing students to fully understand the assets and needs of communities and develop goals for the health care concerns of specific communities. The goals of community engagement are to establish trust between clients, agencies, and the School of Nursing, to then develop mutual goals, enlist needed resources and improve learning and health outcomes in the community. This article describes the leveled objectives and course structure for the implementation of the community engagement pedagogy and model.

Research on a Health Care Personnel Training Model Based on Multilayered Knowledge Mapping for the Integration of Nursing Courses and Examinations

“…In [ 19 ], considering the time-series nature of learners' course selection records, an LSTM network was used to extract learners' learning characteristics from time-tagged learners' historical course selection data and then predict the nursing course that learners might choose. The LSTM network was used to extract learners' learning characteristics from learners' historical course selection data with temporal labels and then to predict which nursing course learners might choose [ 20 ]. Reference [ 21 ] takes junior high school physics as an example.…”

Social pediatrics in a baccalaureate nursing curriculum

“…[21] There are excellent examples of other models for communityengaged education, such as service learning models. [22] These models also illustrate the nursing education benefits of forging strong academic-practice-community partnerships. [23] Social pediatrics, the RICHER model, is an effective conceptual model for guiding nursing students' theoretical and clinical education that melds components of two nursing domains, pediatrics and public health and emphasizes foundational KSAs associated with relational practice and core values of equity, diversity and inclusivity.…”

“…In Canada and globally, nurses must know how to provide care in diverse community settings and to those who most need it. [16,22] Nursing career opportunities will expand in the community, and it is foresightful to expose students now to community-engaged healthcare delivery during sensitive periods of early childhood development-when nursing interventions with children and families can initiate a positive life course. Particularly during pandemic, nurses and nursing students, in partnership with communities, are well-placed to address community resilience through a social pediatrics lens.…”

Strategies for embedding population health concepts into nursing education

“…Utilizing the Health in all Policies as a guide could also be incorporated 24 Have students engage in community service‐learning experiences based on critical social theory, a model that focuses on building connections between community partners and students 25 Have students search online to identify various public advocacy initiatives related to course topics, such as the Healthy Air Campaign by the American Lung Association 26 .…”

“…Have students engage in community service‐learning experiences based on critical social theory, a model that focuses on building connections between community partners and students 25 …”