Objectives: Five nationally representative U.S. federal data sources consistently showed the link between poverty and poor health outcomes. To determine the modality effective in teaching students about poverty and health, this study compared the attitudes toward poverty of students participating in the Community Action Poverty Simulation (CAPS) and the poverty table-top simulation (Dwell™). Methods:In this quasi-experimental study, undergraduate and graduate nursing students and physical therapy students participated in either CAPS or a table-top simulation (TTS) depending on their semester of enrollment in the relevant course. The Undergraduate Perception of Poverty Tracking Survey (UPPTS) was administered before and after each simulation. Results:The analysis included 118 matched pairs. Using MANOVA tests, the authors found no group difference in the overall change of attitude after the simulations (p = .232). However, by the subscale analyses, TTS significantly increased students' willingness to help (p = .008, η 2 = 0.058) and their empathy toward those living in poverty (p = .039, η 2 = 0.039). Conclusion:TTS participants had more elements of improvement, but both modalities were found to change participants' attitudes.

ObjectivePublic health nursing courses typically incorporate clinical components but rarely offer simulation education as part of clinical practice. There is limited research examining the impact of simulation for public health nursing courses on final exam scores. The objective of this study was to determine the impact of simulation training on final exam scores in a public health nursing course.DesignPublic health scenarios were created to provide hands‐on experience in two settings. Home and school environments were used with discussion of students’ performance during debriefing.SampleUsing a convenience sample, final exam scores were compared between nursing students (n = 79) who participated in a public health nursing simulation and two similar student groups (n = 97) that did not participate in simulation.ResultsStudents with simulation training scored higher in both public health domains (Community Health; Clinical Prevention and Population Health). A significant difference in total mean final scores (p = .04; p = .02) was noted between groups of students with simulation training and those without.ConclusionThe difference in mean final scores suggests that simulation may be an effective educational modality in preparing students toward their state board or end of semester exams.

No abstract

No abstract

Objective:The purpose of this study is to examine public health nursing (PHN) students' experiences delivering peer-to-peer health education to college students during a health fair.Design: A qualitative, descriptive research design was used.Sample: Senior-level nursing students (n = 13) completing the clinical portion of a PHN course. Measurements:A semi-structured focus group guide consisting of 10 questions and follow-up probes was used to elicit PHN student experiences. Focus groups were recorded, transcribed, and analyzed using a thematic analysis technique.Results: Five main themes were identified: (1) benefits of health fairs in general, (2) benefits of nursing-student-led health fairs, (3) negatives of nursing-student-let health fairs, (4) importance of interaction, and ( 5) suggestions for maximizing the potential of nursing student-led health fairs. Conclusions:Although challenges exist, PHN students experienced several benefits from the provision of peer-to-peer health education. College campuses represent a unique clinical site that allows nursing students to utilize their insider status to better assess, understand, and provide tailored health education to the college community.This clinical site has shown to provide positive experiences for nursing students and is critical in developing essential nursing skills and building confidence for future clinical rotations.