The%20Development%20of%20Public%20Health%20Nursing%20Competencies%20for%20Novice%20Baccalaureate%20Nurses%20in%20Canada. - PowerPoint PPT Presentation

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The%20Development%20of%20Public%20Health%20Nursing%20Competencies%20for%20Novice%20Baccalaureate%20Nurses%20in%20Canada.

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Title: An Evidence-based Approach Towards Educating Tomorrow s Community Health Nurses for Today s Standards Author: College of Nursing Last modified by – PowerPoint PPT presentation

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Title: The%20Development%20of%20Public%20Health%20Nursing%20Competencies%20for%20Novice%20Baccalaureate%20Nurses%20in%20Canada.


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 (n2565)
  • Schools (n1940)
  • Community Agencies (n1921)
  • Long-term Care Facilities (n1814)
  • Home Health Care (n1286)
  • Primary Health Care Centres (n1075)

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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