Integrating Recommendations for Pre-licensure Pediatric Education into a Healthy Population Course

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Alice Stevenson
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1 Integrating Recommendations for Pre-licensure Pediatric Education into a Healthy Population Course Sonita Ball, MSN, RN, CWCN Kim Decker, PhD, RN, CNS

2 OBJECTIVES Describe ways to integrate new recommendations for undergraduate pediatric education in clinical courses Describe outcomes from student participation in pediatric health promotion activities

3 Undergraduate Nursing Education New guidelines 2014 Institute of Pediatric Nursing National review of content and clinical experiences American Association of Colleges of Nursing Recommendation for realignment of pediatric content to address current health issues Clinical education where children live, play, and learn

4 Promoting Healthy Populations Course is part of a major BSN curriculum revision Introductory level course in first semester Intent was to introduce community based concepts at the very beginning of the nursing curriculum

5 Expected Course Competencies 1) Employ introductory community assessment concepts to an identified geographic area and/or population. 2) Apply growth and development concepts in the care of individuals and families.

6 Expected Course Competencies 3) Integrate data, class concepts, and partner site needs to provide a service project for the partnering site or agency. 4) Conduct a focused assessment of an individual or family with regard to selected health behaviors in order to create an individualized health promotion plan.

7 Clinical Experiences Integrated Afterschool childhood obesity prevention program Adolescent risk assessment and injury prevention

8 Course Overview Social Determinants of Health Overview Poverty Simulation Windshield Survey Culture of Care Goal University Health Coaching Newborn Care Simulation Maternal Care Simulation

10 The mission of the G.O.A.L. program is to provide kids and families the opportunity to receive education and support on nutrition, fitness, and behavioral habits in order to make positive life-long changes for an active lifestyle.?

11 GOAL Twelve Week Intervention Referral from pediatrician BMI 85 th percentile Parents must participate Active lifestyle is focus Healthy lifestyle, healthy choices

12 GOAL University Prevention program for elementary schools in MCCSC (K-6) Extended day, afterschool care Open to all students Condensed GOAL curriculum Nutrition and activity education Twelve weeks of education and goals

13 Goals of GOAL University Primary goal Increase knowledge and awareness of nutrition and physical activity concepts Secondary goal Improve attitudes toward physical activity and nutrition Long term goal Improve behaviors regarding choices in nutrition and physical activity

15 Goal University Stands for Get on Board for Active Living Students went twice a week to after school programs in groups of 6 first year (6 weeks) Second year: Groups of 5 students for 12 weeks Themes of the week Pre and post eating survey of elementary aged students for data collection

16 GOAL Curriculum Lesson 1 Introduction Whole Grains Introduction to Physical Activity Lesson 2 Fruits and Vegetables Cardiovascular Activity Lesson 3 Sugar Drinks/Water Lifestyle Activity Lesson 4 Dairy Group Exercise Lesson 5 Protein Strength and Flexibility Lesson 6 Healthy Starts Portion Sizes MyPlate Review Jump Ropes

17 GOAL University Weekly Goals Each week the students are asked to meet two goals that coincide with lessons Student Binders MyPlate, Activity House, Lesson Plans, Goal Tracking Sticker for each goal Students meeting 6 of 12 goals receive GOAL University Diploma Students meeting 8 of 12 goals receive GOAL University wrist band (glow in the dark)

18 Culture of Care Developed due to a nationwide health & safety concern on college campuses Campus wide effort-health - 40,000 students Poor outcomes happening which could have been prevented if onlookers had just acted

19 Culture of Care

20 Culture of Care

21 Culture of Care Four Specific Areas Addressed: Sexual Well-Being Mental Health Alcohol & Drug Awareness Respect

22 Culture of Care Initial 4 hour training for all students Bystander intervention in different situations Learned words to use if a friend: Was drinking too much Acting in a way might regret the next day Seemed seriously depressed

23 Culture of Care

24 Culture of Care Actual clinical hours: Sober Monitor Planning an alternative to drinking activities Leading small or large group discussions Taking friends to related campus lectures Participated in Awareness Runs Joined groups that related to Culture of Care

25 Culture of Care Results Felt empowered to intervene and support their peers to reduce health risks Realized 1 person can indeed make a difference in another person s life Gained professional skills - educators, leaders and advocates

26 Challenges for Faculty Scheduling Addressing variations in needs among the different afterschool programs Making clinical guidelines clear enough for beginning students to practice in more autonomous community settings

27 Program Revisions More comprehensive orientation Modifying the G.O.A.L. schedule Limiting alcohol prevention to ½ of Culture of Care clinical hours remaining hours to be centered on mental health, sexuality, or respect Ongoing

28 Pediatric Experiences Across the Curriculum B245 Comprehensive Health Assessment- Semester 3 MCCSC Fitness Assessment B260-Nursing Fundamentals with Practicum- Semester 4 MCCSC Fitness Assessment H356 Biophysical Processes-Semester 5 Riley Physicians Office

29 Pediatric Experiences Across the Curriculum H371 Adaptive Processes-Semester 6 Asthma and Pediatric Skill Simulation Bradford Woods B334 Transitional Care of Populations and Families-Semester 6 NRP Simulation Neonatal End of Life

30 Pediatric Experiences Across the Curriculum H476 Complex Processes-Semester 7 NICU Simulation B444 Nursing Intensive: Managing Health and Illness Across Care Environments- Semester 8 Schools Olcott Center Urgent Care

31 Conclusion Excellent student evaluations Further course revisions, ongoing process Looking at how introducing healthy populations early on affects their perceptions of the nursing role

32 References Hensel, D., Decker, K., & Fasone, L. (2015). Outcomes of a bystander intervention community health service learning project. Nurse Educator. Accepted with revision. McCarthy, A. M., & Wyatt, J. S. (2014). Undergraduate pediatric nursing education: Issues, challenges and recommendations. Journal of Professional Nursing 30(2),

33 Questions

Healthy Schools Grant Application

Grant Description: Healthy Schools Grant Application Describe the activities or programs you intend to provide with this grant. Please include the total project cost (attach separately if needed), your