Developing and validating learning domains, competencies, and evaluation items for global health clinical immersion practicums for graduate‐level nursing programs

Kelly, Terence A.; Lazenby, Mark

doi:10.1111/jan.13851

Cited by 14 publications

(11 citation statements)

References 28 publications

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“…The first key theme was direct engagement and application of learning in clinical or field settings. For clinical settings, this could include practice with standardized patients, supervised clinical activities, other engagement with host team members, or similar apprenticeship models [ 34 , 50 , 52 , 54 ]. For non-clinical field activities, these field placements included participation in activities from community diagnosis and program planning through to project evaluation [ 44 , 51 , 61 ].…”

Section: Resultsmentioning

confidence: 99%

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Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Schleiff

Hansoti²,

Akridge

et al. 2020

PLoS ONE

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Background As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies. Objectives This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches. Sources of evidence A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches. Results Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peerreviewed and three were from the grey literature. Most of the sources focused on postgraduate public health students, professional trainees pursuing continuing education training,

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Section: Resultsmentioning

confidence: 99%

“…well as reflections with peers as a strategy to strengthen the absorption of curricula [34,44,50,51,54,62].…”

Section: Plos Onementioning

confidence: 99%

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Schleiff

Hansoti²,

Akridge

et al. 2020

PLoS ONE

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“…The Yale DNP projects are evidence‐based and have focused on topics such as senior nurse leadership, health policy advocacy, innovations in healthcare delivery and operations improvement. Globally relevant topics including workforce development and management and resource allocation at YSN have included ‘Indian Health Funding: Time for Change’, ‘An Interprofessional Model of Care for an Underserved Primary Care Population’, ‘A Model of a Nurse‐Run School Based in Nambale Magnet School, Nambale, Kenya’ and ‘Developing and Validating Learning Domains, Competencies, and Evaluation Items for Global Health Clinical Immersion Practicums for Graduate‐Level Nursing Programs’ (Kelly & Lazenby ). The YSN DNP programme meets the academic standards and expectations of Yale University, one of the world's oldest universities, with a mission to ‘improve the world now and for future generations’.…”

Section: Yale School Of Nursing Systems Leadership Programme Exemplarmentioning

confidence: 99%

“…Globally relevant topics including workforce development and management and resource allocation at YSN have included 'Indian Health Funding: Time for Change', 'An Interprofessional Model of Care for an Underserved Primary Care Population', 'A Model of a Nurse-Run School Based in Nambale Magnet School, Nambale, Kenya' and 'Developing and Validating Learning Domains, Competencies, and Evaluation Items for Global Health Clinical Immersion Practicums for Graduate-Level Nursing Programs'(Kelly & Lazenby 2018). The YSN DNP programme meets the academic standards and expectations of Yale University, one of the world's oldest…”

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confidence: 99%

Systems leadership doctor of nursing practice: global relevance

Chavez

Kelly

Kunisch

et al. 2019

International Nursing Review

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Aim This article considers the systems leadership doctor of nursing practice degree as an option to increase nursing leadership roles and heighten presence at policy tables globally, particularly in low‐ and middle‐income countries. Recent global reports emphasize core competencies needed for nursing leadership, particularly systems leadership and health policy, to successfully move the global health agenda forward. Using the Yale University School of Nursing programme as an exemplar, this paper is focused on the elements directly linked to leadership competencies and relevance of a systems leadership doctor of nursing practice programme globally. Background/Introduction The dramatic growth and wide variability of doctor of nursing practice programmes offered in all 50 US States have generated questions and debate. According to the American Association of Colleges of Nursing as of May 2018, there are 121 schools that reported having a leadership focus in postmaster's doctor of nursing practice degree offering. Yet there has not been the same enthusiasm for development and implementation for a practice doctorate in nursing across the globe. Sources of evidence A narrative literature review was conducted aimed at addressing the relevance of a practice doctorate globally. This analysis of the literature included a search of peer‐reviewed and grey literature. Nursing school websites were visited, and opinions of nurse leaders and students were sought. In addition, global reports that supported nursing leadership and their role in policy development were reviewed. Discussion/Conclusion Globally, nurses have a critical role in leading health systems. Developing a cadre of nurse leaders educated at the doctoral level who can communicate with policymakers and develop strategies to meet health systems’ goals is necessary. Implications for nursing, health and education policy In recent global health reports and campaigns, strengthening nursing leadership and presence at policymaking tables are recurring themes. Offering a systems leadership doctor of nursing practice degree is one viable option to increase doctorally prepared nurse leaders for nursing policy and practice engagement. This calls for work with country and regional governments, regulatory bodies and nursing associations to empower nursing to contribute fully.

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“…While relatively new to public health education, the value of experiential learning in education is well described in the literature relating to other allied health fields such as medicine, nursing and social work (4)(5)(6). Akin to these sectors, public health occurs primarily in the field and it has been demonstrated that experiential learning is critical to capacity building in public health education (7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%

Master of public health practicum: Global trends and current practices.

H¹,

Goel²,

Elmusharaf³

2020

Preprint

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Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

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Developing and validating learning domains, competencies, and evaluation items for global health clinical immersion practicums for graduate‐level nursing programs

Cited by 14 publications

References 28 publications

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Implementation of global health competencies: A scoping review on target audiences, levels, and pedagogy and assessment strategies

Systems leadership doctor of nursing practice: global relevance

Master of public health practicum: Global trends and current practices.

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