When reach exceeds touch: Student experiences in a cross‐sector community‐based academic‐practice partnership

Abstract

Objective: A partnership between three nursing programs, multiple high-needs public school districts and a local asthma coalition was developed as a way to build shared capacity aimed at improving health outcomes for children with asthma. This article explores student perceptions of their clinical experiences teaching asthma self-management within a regional cross-sector, community-based, multi-site academic-practice partnership. Design: Nursing faculty from three Long Island, New York-based nursing programs within the partnership jointly created a qualitative focus group methodology to more fully understand the phenomena of interest. A set of open-ended interview questions guided the sessions. Sample: Through purposive sampling, 42 undergraduate nursing students participated in 60-min focus group sessions. Measurement: Focus group data were transcribed. Content analysis, coding, and theme development was carried out collaboratively. The unit of analysis was the individual participant responses informed by group interaction. A researcher diary was maintained. Results: One overarching theme and three sub-themes emerged from the data, reflecting student understandings in the areas of positioning, professional/personal identity, and social awareness. Ongoing analysis revealed patterns across the data sets linking student learning and the goals, milieu and workings of the partnership. Conclusions: Findings suggest that the context of a thriving community-based academic-practice partnership, established to improve population health outcomes, offered unique clinical learning opportunities for students through exposure to the values, ideas, and innovation of the partnership itself. K E Y W O R D S academic-practice partnerships, asthma self-management, community/public health nursing education, nursing clinical placements, population health How to cite this article: Janssen Breen L, Diamond-Caravella M, Moore G, et al. When reach exceeds touch: Student experiences in a cross-sector community-based academicpractice partnership.

A Systematic Review of the Outcomes, Level, Facilitators, and Barriers to Deep Self-Reflection in Public Health Higher Education: Meta-Analysis and Meta-Synthesis

“…Third, there has been a recent increase in the incorporation of self-reflection into public health curriculum and programs through various reflective formats like journal, focus group discussion, photovoice, and narrative reflective practice (Sendall and Domocol, 2013;Hoffman and Silverberg, 2015;Babenko-Mould et al, 2016;Adams, 2019;Janssen Breen et al, 2019;Andina-Díaz, 2020;Haffejee, 2021). While Artioli et al (2021) conducted qualitative meta-synthesis on the use of reflective writing on health professionals, focusing on one type of reflection format is insufficient to determine the impacts of self-reflection in public health higher education.…”

“…After reading the remaining 68 articles, 14 were not relevant to selfreflection, 11 did not include evaluation results, five did not meet the target population criteria, and we were unable to isolate the results of undergraduate from the graduate population in four studies. The remaining 34 studies were included in our systematic review (Schaffer et al, 2005;Champagne, 2006;Brondani, 2010;Carroll and Mccarthy, 2010;Shepherd, 2010;Lee et al, 2011;Solomon and Risdon, 2011;Leipert and Anderson, 2012;Fortugno et al, 2013;Sendall and Domocol, 2013;Koh et al, 2014;Lencucha, 2014;Oakes and Sheehan, 2014;Stefaniak and Lucia, 2014;Hoffman and Silverberg, 2015;Karlsen et al, 2015;Krumwiede et al, 2015;McKay and Dunn, 2015;Babenko-Mould et al, 2016;Olson and Burns, 2016;Dundas et al, 2017;Padykula, 2017;Rooks and Holliman, 2018;Adams, 2019;Burnett and Akerson, 2019;Harver et al, 2019;Janssen Breen et al, 2019;Njoku and Ferris State University, 2019;Andina-Díaz, 2020;Chang and Chen, 2020;Harrison et al, 2020;Sambell et al, 2020;Suwanbamrung and Kaewsawat, 2020;Haffejee, 2021). Of the 34 studies, 29 reported qualitative evaluation results, and five reported mixed methods evaluation results.…”

“…The challenging thing about the session was being mindful and ensuring no one was offended or uncomfortable." Other levels in this category included affective reflectivity like Janssen Breen et al (2019), "[I was] surprised that initially going in, thinking it was an area in need and that the parents were not going to be so involved-but they were" as well as judgmental reflectivity such as Lee et al (2011), "I think the most important contribution that this process to my functioning as a health promoter is to look at issues on a more social rather than individualistic scale. .…”

Academic practice partnerships: A review of a statewide population health nursing leadership initiative

“…Students learn the application and necessity of implementing EBP as a part of daily patient care (Phillips et al, 2019). Moreover Breen et al (2019) found that students immersed in an APP experience developed an appreciation and respect for the contributions of peers and the work of school nurses in addressing asthma self-management for children. They acquired collaboration skills, assumed collaboration roles, and became empathetic toward the social and environmental plight of these families.…”