Assessing levels of student nurse learning in community based health placement with vulnerable families: Knowledge development for future clinical practice

Parry, Yvonne; Hill, Pauline; Horsfall, Susan

doi:10.1016/j.nepr.2018.06.015

Cited by 16 publications

(11 citation statements)

References 12 publications

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“…The results of the present systematic review suggest the use of community-based teaching enhances the confidence of undergraduate nursing students. Researchers found that engaging nursing students in the community and confronting their problems increased students' confidence in caring for people in the community [11,20,21,23,24,[26][27][28]32]. The findings of the present study are consistent with the findings of other studies.…”

Section: Discussionsupporting

confidence: 89%

“…1. Seventeen articles published during 2004-2020 were included: including five quasi-experimental studies, three descriptive studies, four mixed method studies, and five qualitative studies [11,12,[19][20][21][22][23][24][25][26][27][28][29][30][31][32][33]. The total number of participants was 1,866, ranging from 14 to 613 in each study.…”

Section: Resultsmentioning

confidence: 99%

“…In nine studies, community-based education improved communication skills with educators, patients, community members, children, adolescents, the elderly, people with disabilities, family, patient relatives, and other health professionals [11, 12, 19, 20, 25-27, 29, 33]. Nine studies mentioned increasing self-confidence [11,20,21,23,24,[26][27][28]32] and five studies mentioned increasing knowledge and awareness [20-22, 25, 28]. Promoting teamwork skills was mentioned in four studies [25,27,29,30] and improving thinking skills through education was mentioned in three studies [11,23,25].…”

Section: Effect Of Community-based Educationmentioning

confidence: 99%

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Effect of community-based education on undergraduate nursing students’ skills: a systematic review

et al. 2021

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Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

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Section: Discussionsupporting

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Section: Effect Of Community-based Educationmentioning

confidence: 99%

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Effect of community-based education on undergraduate nursing students’ skills: a systematic review

et al. 2021

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“…Students in health‐related professions need exposure to vulnerable populations to disperse any stereotypes they may hold 12 . Exposure to different cultures and socioeconomic situations enlighten health‐related students with the knowledge, understanding, and sensitivity to strengthen relationships with vulnerable populations, such as those experiencing homelessness 16 …”

Section: Call To Actionmentioning

confidence: 99%

Effects of a service‐learning experience on health‐related students' attitudes toward the homeless

2020

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Objectives A community engagement service‐learning experience was planned to provide health services for the homeless during a local 1‐day event. The objectives were to (a) determine the feasibility of a service‐learning experience, and to (b) examine the effects on students’ attitudes toward persons experiencing homelessness. Methods A quasi‐experimental, institutional review board approved study, including health‐related students enrolled in a local university or community college, was planned. The attitudes toward the homeless survey was administered before and after participation in the service‐learning experience. Qualitative data were through student reflections of the experience. Results Participants (n = 106) completed a pre and post questionnaire and a self‐reflection. A statistically significant t(26) = −2.2, p = .04 change in attitudes toward the homeless were found. Three themes were revealed from the reflections: inherent bias, individualized care, and the societal context of people experiencing homelessness. Conclusion Both quantitative and qualitative findings may help students reflect on preconceived stereotypes; therefore, affecting their attitudes toward the homelessness.

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“…Hence, knowledge about the number of children exposed to this type of disadvantage has only recently begun to reflect the actual depths of the issue. The additional advantage of this initiative is that specialist homeless services are often the first to know when children are at risk of abuse, neglect or disconnection from other services, suggesting that closer integration with authorities may help them to intervene faster (Flatau et al, 2018; Hudson et al, 2014; Parry & Abbott, 2017; Parry & Abbott, 2018; Parry et al, 2009; Parry et al, 2018; Parry & Willis, 2013; Pennsylvania Chapter of the American Academy of Pediatrics, 2014). However, until such service link ups are more integrated, interventions tied to specialist homeless services (such as the Nurse Practitioner model of care) cannot provide immediate health interventions (AAP, 2013; AIFS, 2012; AIHW, 2012, 2017; Bedford et al, 2013; Davidson et al, 2018; Duncan et al, 2010; Goldfeld et al, 2017; Hurley et al, 2018; Parry, Grant, & Burke, 2016; Pungello et al, 2010; Sandstrom & Heurta, 2013; Smith Family, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Nurse Practitioner service designed to address the health needs of children living in housing instability: A non‐randomised, concurrent mixed methods study protocol

Parry

Willis

Kendall

et al. 2022

Journal of Advanced Nursing

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In 2019–2020 we conducted a pilot study of a Nurse Practitioner clinic working with housing insecure children (0–18 years) that found high levels of developmental delay, missed immunizations and dental caries. This present non‐randomized, concurrent mixed‐methods study protocol explains the next phase of the research designed proving proof of concept for a Nurse Practitioner model of care for these vulnerable children. Focusing on identifying and understanding clinic admission processes, tracking referral pathways and uptake, and how many vulnerable children miss potential care and why. This will help us to understand and address gaps in health service delivery for this cohort. Design The study uses a concurrent mixed‐ method design where both qualitative and quantitative data are collected during the same period (between January 2021 and March 2022 as per the funding timeline). Methods The concurrent mixed‐method design will collect data from: A comprehensive assessment tool used by the Nurse Practitioner to evaluate the child accessing specialist homeless services, which assess their mental, physical and social health needs. Documentation about the child's referral needs and uptake by disadvantage families. Interviews with housing insecure families, and staff/managers of the specialist homeless service. A review of Nurse Practitioner case notes. Surveys of families with children accessing the Nurse Practitioner service. Discussion Addressing the childhood impacts of family homelessness is of global importance. Structural equation modelling, from the surveys and in‐depth health assessments along with the thematic analysis of the interviews with parents and staff/managers provide an understanding of the relationships between referral uptake and variables such as education, homelessness and transport accessibility. Investigating the enablers and barriers to the usual health access and our extended referral uptake impacted by family homelessness enables a better understanding of the current health gaps. Impact Just over one fifth of Australian children live with their families in some form of housing instability including homelessness. These children, aged from birth to 18 years, are often disconnected from health and similar social institutions, making them an underserviced population. Our research investigates a Nurse Practitioner services that helps reconnect children with services to help avoid poor long‐term health outcomes.

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Assessing levels of student nurse learning in community based health placement with vulnerable families: Knowledge development for future clinical practice

Cited by 16 publications

References 12 publications

Effect of community-based education on undergraduate nursing students’ skills: a systematic review

Effect of community-based education on undergraduate nursing students’ skills: a systematic review

Effects of a service‐learning experience on health‐related students' attitudes toward the homeless

A Nurse Practitioner service designed to address the health needs of children living in housing instability: A non‐randomised, concurrent mixed methods study protocol

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