1 ENGAGING NURSING STUDENTS WITH LOCAL HEALTH DEPARTMENTS INDIANA IMMUNIZATION COALITION MEETING MARCH 20, 2014 JULIE ST. CLAIR, RN, MSN CLINICAL ASSISTANT PROFESSOR UNIVERSITY OF SOUTHERN INDIANA
2 HOW DO I BEGIN? Call the college/university in your community. Find out who is responsible for the community health nursing course Provide contact information What are you interested in having the students do? What level of students? Time/place/duration
3 TIMING IS EVERYTHING. Universities are bound by their academic calendars if you have a project it will need to meet the constraints of the calendar. I begin planning for the fall group no later than the May prior. Expect responsibilities of supervising students and providing feedback to faculty.
4 LEGAL ISSUES-HEALTH DEPARTMENT What does your agency require? Memorandum of Understanding, Clinical Contract of some sort most likely will be necessary. What is the process in your agency? May one person make the decision? Does this decision need approval by a City/County attorney? Approval by the Board of Health or other body?
5 University likely to have a standard MOU (or whatever the document is called by the institution) that includes language regarding what the University assures: Background check performed Drug testing performed students immunized/mandatory flu? TB test, CPR LEGAL ISSUES-UNIVERSITY professional/student liability insurance Agency responsibilities also addressed in MOU
6 STUDENTS What level students are you working with? What does the faculty expect-observation vs. participation? Clinical documents from the university may explain more clearly what is expected and competencies that you hope to develop in the students. What are the student activities approved with your site? May you supervise in administration of immunizations or other medication?
7 HEALTH DEPARTMENT Provide orientation/overview Even if unable to accommodate all students in a class, a group session will allow these students to learn about your services most of the time the health department is a best kept secret in a community!
8 STUDENT ROLE/ACTIVITIES What do you need from the student? Do you have any projects (grants for example) that will both assist you in meeting a need and assist in development of competencies. Can the student assist in development of educational programs/materials for clients or even staff?
9 COMPETENCIES What competencies are expected to be supported through this clinical experience? Association of Community Health Nursing Educators (ACHNE) Competencies include: Fa m i ly N u r sing A ssess a n d m o n ito r t h e health status of individuals a n d f a m ilies. I n tegrate k n ow ledge o f a p p ro p r iate d evelopmental a n d other t h eories into h ealth p lanning a n d inter ventions. Plan a n d implement a p p ro p r iate inter ventions. H e a l t h S c r eening Demonstrate skill in t h e use of m et h o d s for a ssessing health r isks of individuals, f a m ilies, a n d c o m m u n ities. Develop a n assessment plan in c o llaboration w ith c o m m u n ity p a r t n ers. Assist in the d a t a c o llection p ro c ess. I n terpret b a sic c o m m u n ity d a t a. Use c o m m u n ity a ssessment data in t h e development o f a p p ro p r iate inter ventions. Par t icipate w ith o t h e r c o m m u n ity a c t ivists in p lanning, implementing, a n d eva luating h ealth inter ventions. H e a l t h E d u cation I n itiate c o m m u n ity p a r t n e r s h ips for g o a l set t ing a n d development o f inter ventions. I n form a n d educate t h e p u b lic a b o u t h ealth issues. Adhere to pro fessional s t a n d a r d s o f c o m m u n ity h ealth p r a c t ice. I d entify a p p ro p r iate p a r t icipants in a c o m m u n ity p ro ject.
10 COMPETENCIES Policy Development Work as an advocate for community health. Influence health-related legislation at local, state, national levels. Use ethical problem-solving strategies to address ethical problems. Transcultural Communication Assess client definitions of health and culture. Demonstrate skill in assessing health risks of individuals, families, and communities. Complete a cultural assessment at the individual, family, and community levels. Use the results of a cultural assessment to plan and implement culturally sensitive interventions.
11 COMPETENCIES Community Assessment and Intervention Interpret basic epidemiological measures, such as morbidity and mortality and incidence and prevalence rates. Link the natural history of health problems with levels of prevention and appropriate interventions. Interpret and apply population-based research to practice. Demonstrate skill in assessing health risks of individuals, families, and communities. Plan and implement multilevel approaches for health promotion and disease prevention. Conduct a community, workplace, and home environmental assessment. Identify and access environmental health information sources. Link environmental exposure to illness/disease. Make referrals to appropriate environmental health resources in the community. Assess the health needs and assets of communities and populations. Use knowledge of disease transmission, health policy, and primary health care in planning for population health interventions.
12 SUGGESTED STUDENT ACTIVITIES Home visits Day with environmental health, communicable disease, or other departments Involvement in WIC, Immunization or other clinics/services School health programs/screenings Developing/providing education on health issues including: Asthma (Open Airways, WEE Breathers) Safe to Sleep Handwashing/infection prevention Health fairs for target populations Participation in emergency preparedness Bedbug education/action plan development Immunization (HPV, any other!)
13 CONTACT Julie St. Clair, RN, MSN Clinical Assistant Professor University of Southern Indiana Undergraduate Nursing Program