Purpose:To develop an interprofessional student-led, faculty-guided clinic in a rural, medically underserved area in Wisconsin through applying an existing innovative clinical education model.A local university provides a system for training and practice of interprofessional students in a rural community increasing access to preventive health care to individuals and families in rural medically underserved communities. The primary aim of the project was to qualitatively describe perceptions of interprofessional students after completing community assessment, planning, and implementation phases and secondarily to understand student learning experiences in adopting and leading a community model within a rural practice setting.Sample: Participants were interprofessional undergraduate and graduate students placed within an interprofessional clinical education model for an assigned clinical, field, or practicum rotation (n=64).

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Introduction The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute‐care settings, this project explores the implementation of a DEU in a public health setting. Objectives Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. Design IRB approved, pre/post survey with participant comments. Measurements Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t‐tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. Results Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p‐value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. Conclusions The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students’ positive perceptions of, and increase interest in serving as a public health nurse after graduation.

he demographic makeup of the United States in the 21st century continues to become more diverse and faces significant change in the next 25 years. By 2044, it is anticipated that current ethnic minorities will be the majority, and by 2030, the population older than 65 years will outpopulate younger ages, and immigration will be the leading cause of population growth for the country. 1,2 Health care systems must be prepared to deliver accessible, patient-centered care to all groups and respond to these changing demographics. Existing systemic, organizational, and professional norms that create health care disparities for certain groups are a public health priority. 3 Future health care professionals, their educators, and those licensed in practice should be prepared to respectfully deliver care within a cultural context. 3

Cold‐water swimming is a recreational activity that may become a future Winter Olympic event. However, unintentional cold‐water exposure can lead to arrhythmias, changes in electrocardiogram (ECG) appearance, and death. This study sought to characterize cardiac responses to recreational one‐kilometer swims performed in normal and cold‐water. Competitive swimmers (2 male 2 female; age 44±17 years; BMI 24±2) completed a one‐kilometer swim (22 laps × 75‐foot lengths) under free‐living indoor (25.5°C water and 25.0°C air) and cold outdoor (10.9°C water and 6.5°C) conditions. Continuous ECGs were obtained with a waterproof recording system (Actiwave, CamNtech Inc., Boerne, TX). ECG PR‐, QT‐, and RR‐intervals (sec), ventricular diastole (sec), and heart rate (beats/minute) were measured 8.7±1.7 minutes before the swim, then 0.6±0.2, 3.0±0.0 and 6.4±2.1 minutes after the swim. Data (mean±SD) was analyzed with repeated measures ANOVA with significance if P<0.05. Swimmers completed the indoor and outdoor swim events in 20.7±1.7 and 21.8±1.1 minutes, respectively. For the indoor swim, PR‐interval (sec) at −8.7, +0.6, +3, and +6.4 minutes was 0.12±0.01, 0.12±0.01, 0.11±0.01, and 0.12±0.01, and PR‐interval for the outdoor swim at −8.7, +0.6, +3.0 and +6.4 minutes was 0.13±0.01, 0.13±0.01, 0.13±0.01, and 0.14±0.01 (sec). PR‐interval was significantly longer at +6.4 minutes post cold‐water swim. For the indoor swim, ventricular diastole (sec) at −8.7, +0.6, +3, and +6.4 minutes was 0.37±0.06, 0.22±0.04, 0.30±0.01, and 0.32±0.05 (sec), and for the outdoor swim at −8.7, +0.6, +3.0 and +6.4 minutes ventricular diastole was 0.35±0.08, 0.19±0.02, 0.30±0.04, and 0.24±0.06 (sec). Ventricular diastole was significantly shorter at +6.4 minutes post cold‐water swim. No significant changes were observed for QT‐interval, RR‐interval, and heart rate between swim conditions. These parameters were also assessed for the ECG recordings collected during the 20.7±1.7‐minute normal and 21.8±1.1‐minute cold‐water swims to characterize the physiological response during swim exercise. This study of normal and cold‐water one‐kilometer recreational swimmers determined that a waterproof ECG could generate a continuous record of changes in cardiac function. During cold‐water swim recovery (+6.4 minutes) PR interval was lengthened and ventricular diastole was shortened suggesting an influence of temperature on cardiac function.