The implementation of a dedicated education unit in a public health setting

Abstract

Introduction The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute‐care settings, this project explores the implementation of a DEU in a public health setting. Objectives Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. Design IRB approved, pre/post survey with participant comments. Measurements Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t‐tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. Results Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p‐value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. Conclusions The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students’ positive perceptions of, and increase interest in serving as a public health nurse after graduation.

Comprehensive initial evaluation of an innovative yearlong population health internship for undergraduates

“…In addition, Frie et al. (2020) emphasized the need for clear expectations for all parties and the importance of regular site visits from faculty to further clarify any misperceptions. Additionally, specific training for preceptors before the start of a program is critical.…”

“…Additionally, specific training for preceptors before the start of a program is critical. This training should not only include information about the program vision and objectives, but should also teach preceptors strategies for debriefing and providing real‐time feedback to students (Frie et al., 2020).…”