Carter Kimberly Ferren, Kaiser Katherine Laux, O'Hare Patricia A, Callister Lynn Clark
Radford University School of Nursing, Radford, Virginia, USA.
Public Health Nurs. 2006 Mar-Apr;23(2):146-60. doi: 10.1111/j.1525-1446.2006.230206.x.
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.
本文为本科社区/公共卫生护理（C/PHN）教员提供了一个有用的工具，用于设计课程和学习活动，并向本科课程委员会和管理人员阐释C/PHN教育需求。具体而言，本文在《公共卫生护理能力标准》（公共卫生护理组织四方委员会，2004年）与社区卫生护理教育者协会（ACHNE）《护理学学士学位教育要点》（2000年）之间搭建了一座切实的桥梁，以用于理论教学和临床学习体验。这些表格有多种用途，包括课程监测与改进、课程开发与教学设计、临床实践规划，以及作为评估C/PHN通科护士概念学习和实践能力的基础。由于本科教育中的C/PHN体验具有独特性且基于具体情境，这些表格例证了两份关键指导文件如何通过特定学习活动相互构建C/PHN教育体验。此外，至少而言，作为C/PHN专家的硕士学位准备对于C/PHN本科课程组成部分的教学与学习显然是必要的。
