The Population-Focused Analysis Project for Teaching Community Health

By Eide, Phyllis J.; Hahn, Laura et al. | Nursing Education Perspectives, January/February 2006 | Go to article overview

The Population-Focused Analysis Project for Teaching Community Health


Eide, Phyllis J., Hahn, Laura, Bayne, Tina, Allen, Carol B., Swain, Deborah, Nursing Education Perspectives


ABSTRACT

New instructional methodologies that foster student inquiry, critical thinking, accountability, group work, and self-mastery skills must be created to meet the challenges of modern community health nursing. Bold steps need to be taken to examine current nursing curricula and institute innovative teaching-learning methods to achieve these outcomes. Designing a unique way of providing clinical practice in community assessment is one step toward achieving these goals. The purpose of this article is to share the development, implementation, and evaluation of the Population Focused Analysis Project (PFAP). This new approach to community assessment for baccalaureate nursing students links theory and clinical practice and provides students with an opportunity to learn about and implement the core functions of public health in relation to a selected population.

Key Words Community Health Nursing - Teaching Methods Community Assessment - Distance Education - Populations Nursing Curriculum

C HANGES IN HEALTH CARE, new nursing roles, emerging technologies, and complex health problems are some of the issues leading to calls for innovative teaching-learning methods and an examination of current nursing curricula. Designing new ways of providing community assessment clinical practice is one step toward meeting these challenges. THIS ARTICLE TELLS OF THE DEVELOPMENT, IMPLEMENTATION, AND EVALUATION OF A NEW APPROACH TO COMMUNITY ASSESSMENT FOR NURSING STUDENTS KNOWN AS THE POPULATION-FOCUSED ANALYSIS PROJECT (PFAP).

Prior to the development of PFAP, community assessment had been a strength of the basic community health nursing (CHN) preparation in this baccalaureate nursing program, which is taught at two locations 200 miles apart. The theoretical concepts of community assessment were taught in a theory course, followed by a one-day related clinical exercise, usually in a geographically defined area of the local community. Most students loved the community experience. However, with curricular changes mandating a compressed 12-week semester for this final senior-level course, a new method for doing community assessment was required.

After analyzing essential content and desired experiences, a plan to guide students through a structured population analysis emerged. Two courses would be created, a theory course taught using interactive television, and a separate clinical course that provides an opportunity for small groups of three to four students to apply community assessment theory to a discrete population. The clinical course expands on the traditional eight hours of clinical practice experience and one hour of clinical conference by adding three clinical hours devoted to denning and analyzing the needs of a selected population (12 clinical hours). Together, the two courses use the core functions of public health as a framework to integrate community health theory and practice.

Theoretical Basis An essential characteristic of PFAP is its focus on populations, defined as collections of individuals who share at least one characteristic, such as a risk for illness, but who may or may not interact with one another or consider themselves members of a group. An example would be schoolchildren with diabetes. Population-focused practice is community oriented, collaborative, inclusive, scientific, and directed toward developing programs and policies within the larger system to address the health needs of the population (1,2).

The role of the community health nurse providing care for populations is enacted through three public health core functions: assessment, policy development, and assurance (3). Community health nurses assess specified populations or communities using qualitative and quantitative research methods to identify health-related needs, strengths, and expectations of the population. In conjunction with various stakeholders, community health nurses analyze data and develop policies and programs to protect and promote health. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Population-Focused Analysis Project for Teaching Community Health
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.