Teaching Children to Be Health Educators

Commendador, Kathleen; Flood, Jeanie L.

doi:10.1097/01.naj.0000503310.83251.32

Cited by 3 publications

(1 citation statement)

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“…A total of 11 articles enhanced community health service access, and outcomes [ 32 , 35 , 40 – 42 , 63 , 67 , 74 – 77 ]. Partnerships were comprised of schools of nursing, urban private universities, local health departments, elementary schools, local organizations, mobile clinics, and national organizations such as the National Association of Hispanic Nurses.…”

Section: Resultsmentioning

confidence: 99%

Academic service-learning nursing partnerships in the Americas: a scoping review

et al. 2021

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Background Academic service-learning nursing partnerships (ASLNPs) integrate instruction, reflection, and scholarship with tailored service through enriched learning experiences that teach civic responsibility and strengthen communities, while meeting academic nursing outcomes. Objective: This scoping review aimed to identify, appraise, and synthesize evidence of community focused ASLNPs that promote primary health care throughout the Americas region. Methods A systematic search of PubMed, CINAHL, Scopus, Google Scholar, and LILACS English-language databases was performed in accordance with PRISMA guidelines. Full-text articles published since 2010 were reviewed using an inductive thematic approach stemming from the “Advancing Healthcare Transformation: a New Era for Academic Nursing Report” and the Pan American Health Organization “Strategic Directions for Nursing.” Results A total of 51 articles were included with the vast majority 47 (92.1 %) representing North America. Structured, established relationships between an academic nursing institution or program and one or more community serving entities resulted in high levels of effectiveness and innovation across settings. Five themes emerged: (a) sustaining educational standards and processes - improving academic outcomes (25.5 %), (b) strengthening capacity for collaborative practice and interprofessional education (13.7 %), (c) preparing nurses of the future (11.8 %), (d) enhancing community services and outcomes (21.6 %), and (e) conceptualizing or implementing innovative academic nursing partnerships (27.4 %). A synthesis of conceptual frameworks and models revealed six focus areas: communities/populations (26.2 %), nursing (26.2 %), pedagogy (19 %), targeted outreach (14.3 %), interprofessional collaboration (11.9 %), and health determinants (9.5 %). A proliferation in US articles, triggered by nursing policy publications, was confirmed. Conclusions ASLNPs serve as mechanisms for nurses and faculty to develop and lead change across a wide variety of community settings and healthcare systems, develop scholarship, as well as for students to apply the knowledge and skills learned. Given the lack of geographically broad evidence, successes and challenges across U.S. partnerships should be viewed cautiously. Nevertheless, ASLNPs can play a critical role towards meeting the goal of universal health access and coverage through partnering with the education sector. Further investigation of grey literature as well as Spanish and Portuguese language literature from Latin American and Caribbean countries is highly recommended.

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Section: Resultsmentioning

confidence: 99%

Academic service-learning nursing partnerships in the Americas: a scoping review

et al. 2021

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An Innovative Community-Academic Partnership to Support Service-Learning

Tyndall

Forbis²,

Sullivan³

2020

Nurse Educ

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Mutual Benefits of a Service-Learning Community–Academic Partnership

Tyndall¹,

Kosko²,

Forbis³

et al. 2020

J Nurs Educ

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Background: Service-learning community–academic partnerships provide opportunities for nursing student development. Although mutual benefit has been identified as a critical element for the success of these partnerships, research indicates a lack of attention to this element during the collaborative process. Method: This single case study aimed to identify benefits of an innovative service-learning community–academic partnership between a college of nursing and an elementary school. Data were collected and analyzed from four sources of evidence: interviews, artifacts, documents, and fieldwork. Results: Findings suggest that both the college of nursing and elementary school mutually benefitted from the partnership. Mutual benefits were categorized into three categories: (a) student service leadership development, (b) service-learning curricula enrichment, and (c) enhanced partner service initiatives. Conclusion: To increase capacity for sustainability of service-learning partnerships, the following strategies are recommended: initiation of a formal contract between partners, use of a guiding framework to identify outcomes, and faculty support for service initiatives. [ J Nurs Educ . 2020;59(2):93–96.]

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Teaching Children to Be Health Educators

Cited by 3 publications

References 1 publication

Academic service-learning nursing partnerships in the Americas: a scoping review

Academic service-learning nursing partnerships in the Americas: a scoping review

An Innovative Community-Academic Partnership to Support Service-Learning

Mutual Benefits of a Service-Learning Community–Academic Partnership

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