Undergraduate Training in Public Health Should Prepare Graduates for the Workforce

Wykoff, Randy; Khoury, Amal; Stoots, James Michael; Pack, Robert P.

doi:10.3389/fpubh.2014.00285

Cited by 15 publications

(21 citation statements)

References 1 publication

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“…Discussed in recent researches, new graduates are not well prepared for their duties in the field [8]. Moreover, it was noted that it took approximately eight months of clinical experience before new Bachelor Science Nursing graduates felt confident and competent in their clinical judgments [9].…”

Section: Undergraduate Nursing Competency Curriculum Developmentmentioning

confidence: 99%

Competency Based Nursing Curriculum: Establishing the Standards for Nursing Competencies in Higher Education

Salem¹,

Aboshaiqah²,

Mubaraki³

et al. 2018

OALib

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Competency is the basic standard for all healthcare professionals when providing care to recipients. The practice of good nursing begins primarily in the study of the nursing program and in the preparation of a nurse with high efficiency in nursing skills. This paper presents the concept of nursing competencies for Saudi nursing and its importance in implementing the national transition program 20/30, and the nursing competencies framework related to the graduate of the Bachelor of Nursing and the methods used in response to the needs of the academic and educational environment, and the stages to develop a competency-based approach.

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Section: Undergraduate Nursing Competency Curriculum Developmentmentioning

confidence: 99%

Competency Based Nursing Curriculum: Establishing the Standards for Nursing Competencies in Higher Education

Salem¹,

Aboshaiqah²,

Mubaraki³

et al. 2018

OALib

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“…Wykoff and colleagues present results from alumni and employer surveys at East Tennessee State University to support their view that baccalaureate degrees in public health should be developed as professional degrees preparing students for the workforce ( 15 ). About one-third of the BSPH graduates found employment in a healthcare delivery organization, with nearly half reporting other employment; graduates report general satisfaction with their preparation for the workplace.…”

Section: Overviewmentioning

confidence: 98%

Editorial: Undergraduate Education for Public Health in the United States

Addy

Gerber

Dyjack

et al. 2015

Front. Public Health

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“…First, we want to develop and implement a curriculum that prepares undergraduate students with the knowledge, skills, and values necessary to enter the public health workforce (broadly defined) ready to successfully begin their careers or further their education and contribute to addressing the public health needs of the population from their first jobs and continuing through the remainder of their careers (11, 12).…”

Section: Why An Integrative Curriculum Approach?mentioning

confidence: 99%

Integrative Approaches to the Undergraduate Public Health Major Curriculum: Strengths, Challenges, and Examples

Kiviniemi

Przybyla

2019

Front. Public Health

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Many “first generation” undergraduate public health degree programs were designed based on “siloed” course structures centered around subunits in the discipline (e.g., Introduction to Epidemiology, Introduction to Environmental Health) that may be meaningful primarily to experts in the field. An alternative to the siloed approach is an integrative curricular design, in which courses are designed around meaningful thematic units (e.g., explaining public health problems, asking and answering scientific questions in public health), with an emphasis on drawing connections between knowledge from different but complementary disciplinary areas as a means to improve student learning and retention. The integrative approach shifts the curriculum conversation to capitalize on the interdisciplinary roots of the public health profession. This approach is consistent with the learning outcome recommendations in the Framing the Future Task Force report and in the CEPH requirements for the undergraduate public health major. We explore integrative approaches to developing curricular models for undergraduate public health programs and discuss both pedagogical and career preparation arguments supporting an integrative curriculum approach. These include facilitating the often-challenging task for students of seeing how concepts interrelate, making transparent how “basic” knowledge in the discipline relates to “real world” applications of the content, and better mirroring how professionals in the discipline actually use knowledge in practice. Finally, we review examples of core concepts and features in an integrative curriculum approach to the undergraduate public health major as an effective educational program with high-quality, learner-centered educational experiences.

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Undergraduate Training in Public Health Should Prepare Graduates for the Workforce

Cited by 15 publications

References 1 publication

Competency Based Nursing Curriculum: Establishing the Standards for Nursing Competencies in Higher Education

Competency Based Nursing Curriculum: Establishing the Standards for Nursing Competencies in Higher Education

Editorial: Undergraduate Education for Public Health in the United States

Integrative Approaches to the Undergraduate Public Health Major Curriculum: Strengths, Challenges, and Examples

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