J Nurs Educ. 2020 Mar 1;59(3):158-162. doi: 10.3928/01484834-20200220-07.
Nursing educators commonly place service-learning and simulation experiences in prelicensure public health nursing courses. These experiences have varying degrees of success in targeting gaps in students' knowledge and attitudes regarding vulnerable populations. This study sought to identify factors that are associated with attitudes toward poverty and empathy scores of senior-level prelicensure nursing students to improve pedagogy in public health nursing courses.
A cross-sectional comparison of senior-level nursing students from traditional and accelerated cohorts at a college of nursing was conducted.
Students with prior volunteer experience reported lower empathy scores compared with students who did not have prior volunteer experience (t[102] = -1.9, p < .05).
Nursing educators should engage students in identifying and evaluating their personal background related to poverty when beginning a public health nursing course to address bias and create shared knowledge. [J Nurs Educ. 2020;59(3):158-162.].
护理教育者通常将服务学习和模拟体验纳入护理预许可证课程中。这些经验在针对学生对弱势群体的知识和态度方面的差距方面取得了不同程度的成功。本研究旨在确定与贫困态度和同理心得分相关的因素，以改善公共卫生护理课程的教学法。
对护理学院传统和加速队列的高级护理学生进行了横断面比较。
与没有志愿服务经验的学生相比，有志愿服务经验的学生的同理心得分较低（t[102] = -1.9，p <.05）。
护理教育者应在开始公共卫生护理课程时让学生参与识别和评估与贫困有关的个人背景，以解决偏见并建立共同知识。[J Nurs Educ. 2020;59(3):158-162.]。
