Goal 1: Disseminate information on teaching strategies to ACHNE members Goal 2: Create new methods for training in innovative evidenced-based teaching.

Goal 1: Disseminate information on

teaching strategies to ACHNE members

Goal 2: Create new methods for training in innovative evidenced-based teaching methods

2

Barbara Little, DNP, MPH, RN, APHN-BC, CNEEileen Sarsfield, PhD, PHCNS, BCPam Ark, PhD, RNLaurel Janssen Breen, PhD, RN, CNE

Mary Ann Drake, PhD, RN

Diane Ernst, RN, MBA, PhD

Joan Kub, PhD, APHN, BC

Christine L Savage, RN, PhD, CARN

Christine L. Vandenhouten, PhD, RN

3

Bonnie Callen, PhD, PHCNS-BC, RN Derryl Block, PhD, MPH, RN, PHCNS-BC

Barbara Joyce, PhD, CNS, RN

Jayne Lutz, MS, PHCNS-BC, RN

Nancy Brown Schott, MSN, CNS, RN BC

Claudia M. Smith, PhD, MPH, RN-BC

Communication  Epidemiology   Community/Population Assessment Community/Population Planning Policy Development   Assurance   Health Promotion & Risk Reduction Illness and Disease Management

5

Information and Heath Care Technology

Environmental Health

Global Health

Ethics and Social Justice

Human Diversity

Coordinator and Manager of Care

Emergency Preparedness, Response and Recovery  

6

The entire document

ESSENTIALS OF BACCALAUREATE NURSING EDUCATION FOR ENTRY

LEVEL COMMUNITY/PUBLIC HEALTH NURSING

is available at the ACHNE home page http://www.achne.org

7

The EssentialThe Essential

“involves collaboratively developing interventions and evaluations that are based on community population assessment of health needs and assets.”

9

Collaborates with appropriate participants in a community project

Participates with community members and leaders in planning, implementing and evaluating health interventions

Considers resources & budget in planning

Plans for process & outcome evaluation

10

Assigned Community: SchoolAssessment: Target population/ NeedsAssessment Problem: Intervention: Prom Safety Health FairCollaboration: MADD, Fire DeptBudget & Resources: Donations (hair, nails, corsage, cake)Evaluation: Process & Knowledge

11

Topic Talley out of 146 students

Percentage

No Texting and Driving 66 45%

Abstinence and Safe Sex 61 42%

Safe Driving 59 40%

Smoking 30 21%

Drug and Alcohol Abuse 23 16%

Date Rape and Violence 11 8%

12

Assigned Community:

Community Corrections

Assessment:

Target/needs

assessment

Intervention: Tetanus vaccine

Collaboration: Health Dept, Hospital, Facility

Budget & Resources: Vaccine, Marketing, Consents, Protocols

Evaluation: Outcome/Numbers vaccinated

13

The EssentialThe Essential

“encompasses existing and emerging methods of discovering, retrieving, and using information in nursing practice” (ACHNE, 2010, p.376)

15

Use the Omaha System (Martin, 2005) to document C/PHN practice in a clinical setting

Write a blog that reflects on C/PHN learning experiences

17

Use County Health Rankings to identify and compare county needs and strengths

18

19

Develop an on-line directory of available

resources for a specific health problem

20

Illustrate (through screen shots) and discuss the distribution of a selected disease using the WHO Global Health Atlas

21

22

Develop a chart illustrating the flow of information from reporting of a case of influenza to identification of an epidemic

23

From a short list of non-governmental consumer websites, evaluate a website according to criteria

24

“refers to the theory and practice of assessing, correcting, controlling, and preventing those factors in the environment that can potentially affect adversely the health of present and future generations.” (ANA, 2010, p. 65).

26

Complete an ANA independent study module on Children’s Environmental Health in Homes and Communities

27

28

Complete ANA independent study module on Children’s Environmental Health in Schools

29

Conduct a windshield survey of environmental hazards in a community after viewing The National Library of Medicine’s Tox Town

30

31

Complete the “Issues and Principles” section of on-line module A primer on health risk communication by Agency for Toxic Substances and Disease Registry (ATSDR)

32

Conduct an environmental health history for an adult or child using an interview tool

33

34

Read the book or review the film about environmental injustice: book, A Civil Action, (1995) by Harr, J.; film by same title (1998). Then reflect on the injustices and discuss implications for population’s health status.

35

Obtain information about exposure to environmental chemicals using Fourth National Report on Human Exposure to Environmental Chemicals (CDC, 2009)

36

37

This is not on the Handout

8 minute video

Produced by ewg,org

Video is on U tube

See who the 10 Americans are

worth watching

38

Use chemical exposure data to identify potential chemical hazards within a selected population or neighborhood.

39

Assess household products for ingredients that can have human health effects after viewing the U.S. Department of Health and Human Services Household Products data base

40

41

Using Environmental Working Group’s Skin Deep website, identify student’s personal care products with ingredients that can have human health effects

42

43

Check the internet to see if your local or state health department has a website. See if there is a division of environmental health; describe what it does and what professionals are employed.

44

45

46

47

Your successful teaching strategies (gems)

Some less successful examples of teaching strategies (bloopers)

48

Eileen Sarsfield, PhD, PHCNS, BCMarymount University

Arlington, Virginia

A case study is a description of an actual situation or event involving a decision or a challenge. Features of a case study:

Based on real life scenariosOpen ended questionsStudents use theoretical concepts and/or ethical decision models to solve the problemEffective in encouraging critical thinking

Popil, 2011

50

Offers students opportunities to solve real life problem situations

Stimulates the practical application of knowledge and theory.

Increases retention of learning

Most effective when used in complex circumstances requiring problem solving

Enhances understanding of moral dilemmas (Cagle, 2006)

Promotes active learning which encourages critical thinking

Hoffman, 2008; Popil, 2011 51

Developing cases can be difficult and time-consuming; consider using published cases

Requires the use of good questioning/facilitating skills

Poor student preparation may decrease class learning

Students who prefer didactic methods of learning may be frustrated.

Rowles &Brigham, 2005

52

Encourage an open, non-judgmental environment Summarize the key points so students learn the most important conceptsBe willing to consider alternative discussions/answers

“I hadn’t considered that approach” ; “Lets discuss it further”

Engage all the students in the discussions; correct misconceptionsDevelop a visual plan (i.e. on a whiteboard, concept map) to organize the responses.

Hoffman, 200853

1. Relevance to Public Health Nursing Competencies

2. Topical Area3. Learner Level/s4. Learner Setting/s5. Strategy Type6. Learning Goals/Objectives7. Estimated time for students to complete the

activity

54

Before Class

Step 1. Read Chapter 11 in Lundy & Janes, Ethics and Health (2009) and The Precautionary Principle, Public Health, and Public Health Nursing article (Chaudry, 2008). 

Step 2. The case studies document is posted on Blackboard 2-4 weeks prior to class. Students are assigned or can self select a case.  

55

In Class Step 3. a.)The students who chose the same case meet briefly to discuss the case and identify the main issues. b.) PowerPoint presentation on the principles of public health ethics. c.) Students break into their groups, identify a recorder/reporter, answer the discussion questions and presents their answers for further discussion and questions. d.) The instructor facilitates  the discussion and summarizes key points.

After Class Step 4. The students use the case discussion questions, the readings and the PowerPoint to study for the test. 

56

1. The text book by Lundy & Janes or any other text that presents information on public health ethics.

2. The article by Chaudry (2008) which is easily available through university library databases.

3. The three case studies in public health ethics for the students.

4. Power point presentation which is an introduction to the topic of ethics and public health nursing.

5. Case studies can also be found in Coughlin, Soskolne & Goodman (1997) or on web sites such as http://sciencecases.lib.buffalo.edu/cs/collection/

57

Evaluation is based on: • The analysis and depth of their small

group presentations • The use of the ethical

principles/decision models as a framework for answering the discussion questions.

• An exam included two short essay answers based on the case studies.

58

Cagle, C.S. (2006). Student understanding of culturally and ethically responsive care: Implications for nursing curricula. Nursing Education Perspectives, 27 (6), 308-314.

Hoffman, J.J. (2008). Teaching strategies to facilitate nursing students’ critical thinking. In M. Oermann (Ed.) Annual Review of Nursing Education, 6, pp. 225-235. NY: Springer.

Popil, I. (2011). Promotion of critical thinking by using case studies as a teaching method. Nurse Education Today, 31, 204-207.

Rowles, C.J. & Brigham, C. (2005). Strategies to promote critical thinking and active learning. In D.M.

Billings & J.A. Halstead (Eds.), Teaching in Nursing: A Guide for Faculty (pp. 283-315). St Louis, MO: Elsevier Saunders.

59

Giving Students Voice, in Different Ways… VoiceThread is a

collaborative, multimedia tool that allows students to navigate and converse around images, documents and videos.

(Voicethread.com) Students/Faculty can

telephone in, create and upload a video , upload an audio file and/or type in a comment.

You can build on topic using diverse forms of media as you move through the semester- adding more pages.

Ethics and Community/Public Health Nursing

60

Christine Vandenhouten, PhD, RNUniversity of Wisconsin, Green Bay

Editor: Innovative Teaching Strategies

62

Share your expertise and resourcesInclude as a peer-reviewed scholarly submission on your resume and annual reviewInvigorate your teaching Join us at the Poster Session

Chat with reviewers/ members of the Education committee to bring your strategy to print!!

63

Complete the form on the webpagehttp://www.resourcenter.net/Scripts/4Disapi8.dll/4DCGI/members/index.html

Submit your proposals to Dr. Christine Vandenhouten at vandenhc@uwgb.edu Peer review processPublished to the website