Teaching Population Health and Community-Based Care Across Diverse Clinical Experiences: Integration of Conceptual Pillars and Constructivist Learning

Abstract

Nursing programs are challenged to prepare future nurses to provide care and affect determinants of health for individuals and populations. This article advances a pedagogical model for clinical education that builds concepts related to both population-level care and direct care in the community through a contextual learning approach. Because the conceptual pillars and hybrid constructivist approach allow for conceptual learning consistency across experiences, the model expands programmatic capacity to use diverse community clinical sites that accept only small numbers of students. The concept-based and hybrid constructivist learning approach is expected to contribute to the development of broad intellectual skills and lifelong learning. The pillar concepts include determinants of health and nursing care of population aggregates; direct care, based on evidence and best practices; appreciation of lived experience of health and illness; public health nursing roles and relationship to ethical and professional formation; and multidisciplinary collaboration.

Association of Community Health Nursing Educators 2020 Research Priorities and Research in Action Model

“…Positive reflections focused on increased adaptability, happiness, and a deeper understanding of community challenges and the C/PHN role (Philips et al, 2017). Four articles reported on general topics, including the development of a clinical model, delineating faculty roles, and interprofessional education (Deutschlander, Suter, & Grymonpre, 2013; Kohlbry & Daugherty, 2013; Valentine‐Maher, Van Dyk, Aktan, & Bliss, 2014; Van Dyk, Valentine‐Maher, & Tracy, 2015).…”

“…eral topics, including the development of a clinical model, delineating faculty roles, and interprofessional education(Deutschlander, Suter, & Grymonpre, 2013;Kohlbry & Daugherty, 2013;Valentine-Maher, Van Dyk, Aktan, & Bliss, 2014;Van Dyk, Valentine-Maher, & Tracy, 2015).…”