Public health nursing education viewed through the lens of superdiversity: a resource for global health

Abstract

Background: Nurses are increasingly confronted with the challenge of globalization and the acceleration of migratory flows. This reality affects the notion of culture and its influence on health-related behaviors. The state of health of the population in the Canton of Geneva, where there is a wide diversity of origins, is characterized by significant differences. The term "superdiversity" is used to describe the increasing complexity in ethnic diversity due to migration and social stratification. Nursing education in Geneva, influenced by the Bologna Process, appears appropriate for superdiverse contexts of care, with the development of dedicated competencies. Aim: This discussion paper aims to examine the academic curricula implemented in Geneva in the light of the concept of superdiversity. Main text: In Geneva, nursing education and curricula in public health are based on a competence framework for nursing care divided into 7 roles and educational tracks. Bachelor's-level nurses know how to assess a care problem quickly and solve it effectively by setting relevant priorities, and do so based on evidence. The curricula aim to teach nurses to design population and individual interventions in their superdiverse context.Discussion: Education should enable students to develop their role as health promoters for the well-being of patients and communities, taking into account cultural complexity. Conclusions: Superdiverse contexts highlight the role of nurse educators in preparing future generations of public health nurses.

Challenges faced by community health nurses to achieve universal health coverage in Myanmar: A mixed methods study

“…To meet the PHC demands, some important facilitating factors are the roles of the nursing graduates completed from baccalaureate and master’ s programs that focus on health promotion, disease prevention, diagnosis and management of chronic illnesses, and population health [ 18 ]. A systematic review highlighted that one of the nursing challenges for UHC is related to education and training [ 22 ].…”

“…Currently, Myanmar is facing some challenges to UHC, including low priority for health and poor health services function [ 4 ]. Other issues involved getting poorer attention to primary care than hospital services, highly inequitable access to health services, socioeconomic disadvantages of people’s reliance on private providers, insufficient health resources, inefficient allocation, ineffective deployment, and retention of health professionals owing to poor salary and accommodation expenses [ 18 ]. Although the community health nursing (CHN) workforce, which is essential for public health services, studies on the perspectives of nursing personnel in the community are still lacking.…”

Integração ensino-serviço-comunidade na percepção de docentes de graduação em Enfermagem

“…De acordo com os depoimentos, os participantes do processo de IES são todos os envolvidos na formação dos estudantes e das instituições de saúde, entendendo a integração como o produto de uma ação coletiva, que engloba os estudantes, docentes e as devidas coordenações do Sistema de Saúde (Khalaf et al, 2019). Em contrapartida, dificilmente menciona-se a comunidade como protagonista desse processo, firmando a questão da dificuldade de se estabelecer vínculos significativos com os usuários, capazes de transformar a realidade, bem como o cuidado, às ações e estratégias acabam em ocorrendo de modo vertical, do olhar do enfermeiro, estudante ou docente sob as necessidades em saúde do usuário e da comunidade (Dupin et al, 2020).…”

“…Estudos mostram a necessidade de ressignificar a prática docente e o processo de ensino aprendizagem dos estudantes de enfermagem (Dupin et al, 2020;Gómez, Becerril, Oyola, Pineda, & Días, 2019;Alexandre, Werneck, Chainça, & Cesarino, 2018), mas o olhar sobre a questão não aborda a IES, a importância da inserção na comunidade antes, durante e depois da formação do profissional de enfermagem, além de, principalmente, a prática docente sob a perspectiva do interperíodo e do multiprofissional e, quando citados são solutos, sem a percepção de que uma prática efetiva necessita da conjunção de todos esses elementos.…”

Spatial accessibility assessment to healthcare facilities: urban and rural areas

“…It seems necessary to include in this analysis comparing the total population in a health sector with the population with access to services (palliative care and administrative barriers). In order to determine whether a given area has inadequate health services, the geographical accessibility of health services refers to the relative access to health services in a given area [3][4][5]. Spatial accessibility is influenced by distance, travel time and spatial distribution of healthcare providers and consumers.…”