Innovative Strategies for Teaching The “ Essentials”

1. Innovative Strategies for Teaching The “Essentials”

2. Goals • Goal 1: Disseminate information on teaching strategies to ACHNE members • Goal 2:Create new methods for training in innovative evidenced-based teaching methods

3. Innovative Teaching Strategies Initiative:Journey from Ad Hoc Committee to Education Committee over past 3 years. The Team BarbaraLittle, DNP, MPH, RN, APHN-BC, CNE Eileen Sarsfield, PhD, PHCNS, BC Pam Ark, PhD, RN Laurel Janssen Breen, PhD, RN, CNE Mary Ann Drake, PhD, RN Diane Ernst, RN, MBA, PhD Joan Kub, PhD, APHN, BC Christine L Savage, RN, PhD, CARN Christine L. Vandenhouten, PhD, RN

4. Revision of the Essentials:The Team Bonnie Callen, PhD, PHCNS-BC, RN Derryl Block, PhD, MPH, RN, PHCNS-BC Barbara Joyce, PhD, CNS, RN Jayne Lutz, MS, PHCNS-BC, RN Nancy Brown Schott, MSN, CNS, RN BC Claudia M. Smith, PhD, MPH, RN-BC

5. The Essentials • Communication •   Epidemiology •   Community/Population Assessment • Community/Population Planning • Policy Development  •   Assurance •   Health Promotion & Risk Reduction • Illness and Disease Management

6. The Essentials (Cont) • Information and Heath Care Technology • Environmental Health • Global Health • Ethics and Social Justice • Human Diversity • Coordinator and Manager of Care • Emergency Preparedness, Response and Recovery  

7. The entire document ESSENTIALS OF BACCALAUREATE NURSING EDUCATION FOR ENTRY LEVEL COMMUNITY/PUBLIC HEALTH NURSING is available at the ACHNE home page http://www.achne.org

8. Community/PopulationPlanning The Essential

9. Community/Population Planning “involves collaboratively developing interventions and evaluations that are based on community population assessment of health needs and assets.”

10. Planning Competencies • Collaborates with appropriate participants in a community project • Participates with community members and leaders in planning, implementing and evaluating health interventions • Considers resources & budget in planning • Plans for process & outcome evaluation

11. Teaching Strategies • Assigned Community: School • Assessment: Target population/ NeedsAssessment • Problem: • Intervention: Prom Safety Health Fair • Collaboration: MADD, Fire Dept • Budget & Resources: Donations (hair, nails, corsage, cake) • Evaluation: Process & Knowledge

12. Which of the topics applied to you?

13. Assigned Community: Community Corrections • Assessment: Target/needs assessment • Intervention: Tetanus vaccine • Collaboration: Health Dept, Hospital, Facility • Budget & Resources: Vaccine, Marketing, Consents, Protocols • Evaluation: Outcome/Numbers vaccinated

14. Information and Health Care Technology The Essential

15. Information and Health Care Technology “encompasses existing and emerging methods of discovering, retrieving, and using information in nursing practice” (ACHNE, 2010, p.376)

16. Information and Health Care TechnologyCompetenciesand Teaching Strategies

17. Uses computer for assessment and documentation of practice activities • Use the Omaha System (Martin, 2005) to document C/PHN practice in a clinical setting • Write a blog that reflects on C/PHN learning experiences

18. Uses the Internet to access assessment data and intervention resources • Use County Health Rankings to identify and compare county needs and strengths

19. http://www.Countyhealthrankings.org

20. Uses technology in community health interventions • Develop an on-line directory of available resources for a specific health problem

21. Provides examples of the use of geographic information systems (GIS) in C/PHN • Illustrate (through screen shots) and discuss the distribution of a selected disease using the WHO Global Health Atlas

22. http://apps.who.int/globalatlas/

23. Describes the role of electronic data interchange (EDI) in C/PHN • Develop a chart illustrating the flow of information from reporting of a case of influenza to identification of an epidemic

24. Evaluates Web sites for accuracy, authority, and currency • From a short list of non-governmental consumer websites, evaluate a website according to criteria

25. Environmental Health The Essential

26. Environmental Health “refers to the theory and practice of assessing, correcting, controlling, and preventing those factors in the environment that can potentially affect adversely the health of present and future generations.” (ANA, 2010, p. 65).

27. Identifies populations at risk for exposure to environmental hazards • Complete an ANA independent study module on Children’s Environmental Health in Homes and Communities

28. http://nursingworld.org/mods/mod961/cehmfullNEW.htm

29. Identifies populations at risk for exposure to environmental hazards • Complete ANA independent study module on Children’s Environmental Health in Schools

30. Conducts community, work place, and home environmental assessment • Conduct a windshield survey of environmental hazards in a community after viewing The National Library of Medicine’s Tox Town

31. http://toxtown.nlm.nih.gov

32. Describes principles of risk communication as applied to environmental health • Complete the “Issues and Principles” section of on-line module A primer on health risk communication by Agency for Toxic Substances and Disease Registry (ATSDR)

33. Includes environmental risk questions in health histories of individuals and families • Conduct an environmental health history for an adult or child using an interview tool

34. http://www.atsdr.cdc.gov/csem/pediatric/appendixc.html

35. Recognizes environmental justice that ensures protection from environmental hazards • Read the book or review the film about environmental injustice: book, A Civil Action, (1995) by Harr, J.; film by same title (1998). Then reflect on the injustices and discuss implications for population’s health status.

36. Incorporates environmental health information, including national bio-monitoring of human exposure to environmental chemicals, into assessment of communities and populations • Obtain information about exposure to environmental chemicals using Fourth National Report on Human Exposure to Environmental Chemicals (CDC, 2009)

37. http://www.cdc.gov/exposurereport/

38. Ten Americans • This is not on the Handout • 8 minute video • Produced by ewg,org • Video is on U tube • See who the 10 Americans are worth watching

39. Incorporates environmental health information, including national bio-monitoring of human exposure to environmental chemicals, into assessment of communities and populations • Use chemical exposure data to identify potential chemical hazards within a selected population or neighborhood.

40. Recognizes the link between environmental exposures, including those associated with air, water, food/agriculture, and chemicals/ products, and illness and disease across the lifespan • Assess household products for ingredients that can have human health effects after viewing the U.S. Department of Health and Human Services Household Products data base

41. http://householdproducts.nlm.nih.gov/

42. Recognizes the link between environmental exposures, including those associated with air, water, food/agriculture, and chemicals/ products, and illness and disease across the lifespan • Using Environmental Working Group’s Skin Deep website, identify student’s personal care products with ingredients that can have human health effects

43. http://www.cosmeticsdatabase.com/

44. Makes referrals to appropriate environmental health resources in the community • Check the internet to see if your local or state health department has a website. See if there is a division of environmental health; describe what it does and what professionals are employed.

45. Educates individuals, families, communities and populations about environmental health and safety issues • Develop an educational lesson plan using information from either • Environmental health: Healthy Homes II Asthma Project website • Safety issues: Designing and Building Healthy Place website • Safety issues: National Safety Council website

46. http://www.kingcounty.gov/healthservices/health/chronic/asthma/past/HH2.aspxhttp://www.kingcounty.gov/healthservices/health/chronic/asthma/past/HH2.aspx

47. http://www.nsc.org/Pages/Home.aspx

48. Please share… • Your successful teaching strategies (gems) • Some less successful examples of teaching strategies (bloopers)

49. Using Case Studies to Teach Ethics in Public Health An Innovative Teaching Strategy Eileen Sarsfield, PhD, PHCNS, BC Marymount University Arlington, Virginia

50. Using Case Studies • A case study is a description of an actual situation or event involving a decision or a challenge. • Features of a case study: • Based on real life scenarios • Open ended questions • Students use theoretical concepts and/or ethical decision models to solve the problem • Effective in encouraging critical thinking Popil, 2011