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S pecial F eatures : E ducation : Challenges and Opportunities Associated with Preceptored Community Health Clinical Experiences
Author(s) -
Wade Gail H.,
Hayes Evelyn
Publication year - 2010
Publication title -
public health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.471
H-Index - 55
eISSN - 1525-1446
pISSN - 0737-1209
DOI - 10.1111/j.1525-1446.2010.00879.x
Subject(s) - variety (cybernetics) , medical education , population , health care , focus group , community health , psychomotor learning , curriculum , nursing , medicine , psychology , public health , pedagogy , sociology , political science , cognition , environmental health , artificial intelligence , psychiatry , computer science , anthropology , law
Preceptored community experiences present challenges different from those of preceptored experiences in the acute care setting. Instead of focusing on psychomotor skills, faculty must address population‐based skills and assess students' abilities to practice these skills. Faculty and preceptors' lack of knowledge to teach these skills further complicate the experiences, an issue indirectly related to faculty and nursing shortages. Although preceptors guide students, faculty are responsible for evaluating students in community preceptored experiences. The Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (Essentials) offers opportunities for guiding and evaluating community health preceptored clinical experiences. Assignments and activities that reflect the ACHNE Essentials provide a firm foundation for the population focus of the course. This focus is validated through faculty visits to students in a variety of community settings. To plan successful community experiences and evaluate students, faculty must be knowledgeable about the population focus of community courses, apply this knowledge to students in a variety of settings, and ask challenging questions to assess student learning.