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The Development of Public Health Nursing Competencies for Novice Baccalaureate Nurses in Canada.

The Development of Public Health Nursing Competencies for Novice Baccalaureate Nurses in Canada. Christina Rajsic RN, MN. CASN Sub-Committee on Public Health Education Members. Lynnette Leeseberg Stamler – Chair (University of Saskatchewan)

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The Development of Public Health Nursing Competencies for Novice Baccalaureate Nurses in Canada.

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  1. The Development of Public Health Nursing Competencies for Novice Baccalaureate Nurses in Canada. Christina Rajsic RN, MN

  2. CASN Sub-Committee on Public Health Education Members • Lynnette Leeseberg Stamler – Chair (University of Saskatchewan) • Margaret Antolovich (Public Health Nurses Leaders Council of BC) • Benita Cohen (University of Manitoba) • Susan Froude (Nursing for Public Health Services for Grenfell Regional Health; Western Regional School of Nursing) • Omaima Mansi (McGill University) • Donna Meagher-Stewart (CHNAC • Heather Pattullo (Canadian Public Health Association) • Christina Rajsic (University of Toronto) • Pat Seaman (University of New Brunswick) • Jo Ann Tober (ANDSOOHA) • Ruta Valaitis (McMaster University) • CASN: Janet Helmer, Colleen Ferris, Ellen Rukholm • Karen Macdougall (PHAC consultant)

  3. Presentation Objectives • To provide a summary of work completed to date of the Canadian Association of Schools of Nursing (CASN) Sub-committee on Public Health Nursing Education • To identify current sub-committee activities • To develop criteria to determine the suitability of clinical placements for public health nursing education in undergraduate programs • To level the Canadian Community Health Nursing Standards of Practice with regard to standards to be met by Baccalaureate graduates

  4. Background • CASN Public Health sub-committee formed in November 2004 • Supported by CASN and the Public Health Agency of Canada • Pan Canadian survey and symposium conducted 2005 to 2006 • Report submitted to CASN board reporting on survey and symposium results on November 2006

  5. Survey and Symposium Results • Key finding from the Pan Canadian symposium is the disconnect between the theory and practice • There are a number of barriers and enablers to community health/public health nursing clinical placements (Survey and Symposium findings)

  6. Results

  7. Survey Results Related to Placements Supportive community health nursing practice environments exist. • Placement of students • Public Health Unit/Department (n=2565) • Schools (n=1940) • Community Agencies (n=1921) • Long-term Care Facilities (n=1814) • Home Health Care (n=1286) • Primary Health Care Centres (n=1075)

  8. Symposium and Survey Results • There is a need for stronger partnerships between academe and community clinical agencies • More allocation of resources is needed for education in community nursing • Recommendations have been forwarded to the CASN Board of Directors and the Public Health Agency of Canada

  9. Current Activities of CASN Sub-Committee • Literature search • Are there discipline specific competencies or standards in community health nursing for the newly graduated BScN nurse? • How are competencies/standards leveled? (if at all)

  10. Current Environment • Environmental Scan: • To explore current activities in Canada regarding competencies, standards and clinical placements for community health nurses • Sources of information scanned were provincial regulatory bodies, PHAC competencies, CCHNSoP, educational institutions, review of work from the Pan Canadian Symposium

  11. Current Environment • Each source found, lists of 7 to 9 domains • Domains vary, although some common themes exist • Further study will entail a comparison of the various domains to determine variations and gaps • Seeking feedback from stakeholders

  12. Focus groups • Currently conducting focus groups at conferences (CHNAC, CPHA, CNA Annual conferences) to obtain representation from practice and education. • Standard focus group questions used • CASN members recording feedback from participants for analysis to describe practice environments that connect the theory practice divide.

  13. Next Steps • Complete data collection for literature review and focus groups • Complete Leveling of CCHNSoP to identify standards to be met by baccalaureate nursing graduates (rather than by nurses 2 years after graduation) • Complete development of criteria to assess suitability of clinical placements for community/public health nursing education

  14. Thank you

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