Integration of military and veteran health in a psychiatric mental health BSN curriculum: A mindful analysis

Magpantay-Monroe, Edna

doi:10.1016/j.nedt.2016.09.020

Cited by 7 publications

(1 citation statement)

References 10 publications

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“…Several publications reported inclusion of elective courses or content in online RN-BSN programs (Cooper et al, 2016; Rossiter et al, 2018). Recently, exemplars of integrating content into mental health nursing (Magpantay-Monroe, 2017) and community health nursing (Champlin & Kunkel, 2017) courses have emerged. Vessey et al (2018) shared a “veteran history project” as a means to develop patient-centered care concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Veteran Competencies in Nursing Textbooks: Implications for Educators

2021

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The aim of this study was to examine the adequacy of military/veteran-related content in nursing textbooks used in prelicensure programs. BACKGROUND With increased numbers of veterans receiving care in civilian settings, nurses may lack essential knowledge, skills, and attitudes outlined in competencies required to provide culturally sensitive veteran-centered care. One explanation for this may be inadequate preparation during prelicensure nursing education. METHOD A quantitative, descriptive study guided the analysis and rating of 32 key words in 24 textbooks across eight content areas. RESULTS Key words were included in most textbooks but frequently not connected to military service or veterans. The key word with the highest mean rating was posttraumatic stress disorder; the highest rated content area was psychiatric/mental health. CONCLUSION With limited textbook resources, nurse faculty must engage in deliberate efforts to include veteran content in nursing curricula. As competency-based education trends evolve, these findings are relevant and should be considered in curricular design and revision.KEY WORDS Cultural Competency -Military Personnel -Nursing Education -Nursing Education Research -Veterans V eteran-centered health care is an ongoing public health concern in the United States, resulting from nearly two decades of deployments to Iraq, Afghanistan, and other less publicized locations. Over 18 million people in the United States are military veterans (US Department of Veterans Affairs [VA], 2019), constituting about 7.6 percent of the population (Schultz, 2017). Historically, military service members who sustained serious physical injury during war often did not survive, so their long-term care needs were not as apparent as they are for post-9/11 veterans (Baker, 2014;Geiling et al., 2012). With the passing of the VA MISSION Act in 2018, more veterans will seek care in their communities, outside VA hospitals and clinics (US Department of VA, 2019). Nurses and health care providers must be prepared to meet their needs. BACKGROUNDNurses practicing in every care setting encounter veterans from all age cohorts, various war eras, and health issues unique to military service. A growing body of evidence suggests that nurses may lack the essential knowledge, skills, or attitudes (KSAs) necessary to provide culturally sensitive veteran-centered care (

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Section: Literature Reviewmentioning

confidence: 99%

Veteran Competencies in Nursing Textbooks: Implications for Educators

2021

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The Use of Veteran-Centric Simulations in a Nursing Program

Roe

Galbraith

Boudiab

et al. 2019

Clinical Simulation in Nursing

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Educating nurses to deliver optimum care to military veterans and their families

Finnegan

Lemma

Moorhouse

et al. 2020

Nurse Education in Practice

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The aim of the project was to help prepare the future nursing workforce to provide optimum care for the Armed Forces Community.Structured evidenced-based educational sessions were designed and then delivered at two Universities in England. This educational model included a flipped approach, didactic classroom teaching, blended learning, and information technology.Educational sessions were provided to 468 first year Bachelor of Nursing undergraduate students in 2017 and 2018. A mixed methods evaluation included a quasi-experiential design with pre and post-test data followed by research interviews conducted by student nurses and analyzed using a modified Grounded Theory.Post session evaluation demonstrated a significant improvement in students' knowledge. 93% agreed that the training was useful, 95% felt that nurses should be aware of the healthcare needs of the Armed Forces Community, and 89% indicated that the subject matter should be included in the undergraduate curriculum. A qualitative theoretical model was built from four major clusters: the military community; student's identity, clinical engagement, and future practice.These educational sessions are being introduced into a growing number of United Kingdom Universities to create future nursing leaders with a better insight into the large and diverse Armed Forces Community.

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Integration of military and veteran health in a psychiatric mental health BSN curriculum: A mindful analysis

Cited by 7 publications

References 10 publications

Veteran Competencies in Nursing Textbooks: Implications for Educators

Veteran Competencies in Nursing Textbooks: Implications for Educators

The Use of Veteran-Centric Simulations in a Nursing Program

Educating nurses to deliver optimum care to military veterans and their families

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