Use of PHN competencies and ACHNE essentials to develop teaching-learning strategies for generalist C/PHN curricula

Kimberly Ferren Carter, Katherine Laux Kaiser, Patricia A. O'Hare, Lynn Clark Callister

Research output: Contribution to journalReview article

28 Scopus citations

Abstract

This paper provides a useful tool for the undergraduate community/public health nursing (C/PHN) faculty member to design courses and learning activities, and to interpret C/PHN education needs to undergraduate curriculum committees and administrators. Specifically, this paper provides a tangible bridge between the Public Health Nursing Competencies (Quad Council of Public Health Nursing Organizations, 2004) and the Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (2000) for both didactic and clinical learning experiences. The tables may be used in multiple ways, including curriculum monitoring and improvement, course development and instructional design, clinical practice planning, and as a foundation for evaluation of conceptual learning and practice competence for the C/PHN generalist. Because C/PHN experiences in undergraduate education are unique and context based, the tables exemplify how two key guiding documents mutually frame the C/PHN educational experience supported by specific learning activities. Further, at a minimum, MSN preparation as a C/PHN specialist is clearly necessary for the teaching and learning of baccalaureate curricular components of C/PHN.

Original languageEnglish (US)
Pages (from-to)146-160
Number of pages15
JournalPublic Health Nursing
Volume23
Issue number2
DOIs
Publication statusPublished - Mar 1 2006

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Keywords

  • Clinical competence
  • Community health nursing
  • Competencies
  • Competency-based education
  • Nursing education
  • Public health nursing

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health

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