Faculty of Health Sciences, McMaster University, HSC 1280 Main St. W., Hamilton, ON L8S 4K1, Canada.
School of Nursing, Dalhousie University, 1459 Oxford Street Halifax, NS B3H 4R2, Canada.
Nurse Educ Today. 2018 Jun;65:102-107. doi: 10.1016/j.nedt.2018.03.001. Epub 2018 Mar 8.
Sustaining and strengthening nurses 'contributions to public and population health in the 21st century depends in part on nursing education. Clearly articulated entry-to-practice competencies will contribute to the capacity of undergraduate nursing education programs to prepare graduates to promote local, national and global population health.
The Canadian Association of Schools of Nursing created the Public Health Task Force to develop consensus on core, national entry-to-practice competencies in public health nursing for undergraduate nursing students and to support these competencies with corresponding online teaching strategies.
Delphi approach.
Nurses with public health experience in education and practice, and representatives from other public health professional organizations across Canada.
The three-phased competency development included: 1) an environmental scan; 2) an iterative process to draft competencies; and 3) a modified Delphi process to confirm the final competency framework using face to face consultations and a survey. The knowledge translation strategy involved soliciting submissions of teaching strategies for peer-review and subsequent inclusion in an interactive online resource.
242 public health educators and practitioners participated in the consensus consultation. The final document outlined five competency statements with 19 accompanying indicators. A total of 123 teaching strategies were submitted for the online resource, of which 50 were accepted as exemplary teaching strategies.
This competency development process can provide guidance for the development of competencies in other countries, thus strengthening public health nursing education globally. The decision to intentionally level the competencies to entry-to-practice, as opposed to an advanced level, enhanced their application to undergraduate nursing education. The development of the additional inventory of teaching strategies created a sustainable innovative resource for public health nursing educators and practitioners world-wide to support the adoption of entry-to-practice public health nursing competencies.
在 21 世纪，要维持并加强护士对公众和人口健康的贡献，部分依赖于护理教育。明确阐述的入职实践能力将有助于本科护理教育计划培养毕业生的能力，以促进地方、国家和全球人口健康。
加拿大护理学院协会成立了公共卫生工作组，旨在就本科护理学生公共卫生护理的核心、国家入职实践能力达成共识，并通过相应的在线教学策略支持这些能力。
德尔菲法。
具有教育和实践公共卫生经验的护士，以及来自加拿大其他公共卫生专业组织的代表。
该能力发展分为三个阶段：1）环境扫描；2）起草能力的迭代过程；3）使用面对面咨询和调查的修改后的德尔菲法，确认最终能力框架。知识转化策略包括征求同行评审教学策略的提交，并随后将其纳入互动在线资源。
共有 242 名公共卫生教育者和从业者参与了共识咨询。最终文件概述了五个能力陈述，附有 19 个伴随指标。为在线资源提交了总共 123 个教学策略，其中 50 个被接受为示范教学策略。
这个能力发展过程可以为其他国家的能力发展提供指导，从而加强全球公共卫生护理教育。有意将能力定位于入职实践，而不是高级水平，增强了其在本科护理教育中的应用。额外的教学策略清单的开发为全球公共卫生护理教育者和从业者创建了一个可持续的创新资源，以支持入职实践公共卫生护理能力的采用。
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