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Teaching/Learning Strategies for the Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing
Author(s) -
Callen Bonnie,
Smith Claudia M.,
Joyce Barbara,
Lutz Jayne,
BrownSchott Nancy,
Block Derryl
Publication year - 2013
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/phn.12033
Subject(s) - community health , public health nursing , nursing , public health , nurse education , medicine , relevance (law) , occupational health nursing , population , health education , medical education , political science , environmental health , law
Abstract The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing ( ACHNE , 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/ PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations.