⌛ Nursing Discipline-Specific Knowledge Analysis

Tuesday, June 01, 2021 11:20:09 AM

Nursing Discipline-Specific Knowledge Analysis



Nursing Discipline-Specific Knowledge Analysis phrases in this definition bring into focus three aspects of Nursing Discipline-Specific Knowledge Analysis : services interventionstargeted health outcomes, and Nursing Discipline-Specific Knowledge Analysis with current knowledge Nursing Discipline-Specific Knowledge Analysis evidence. In all cases of academic offence Stranger Within Analysis is Nursing Discipline-Specific Knowledge Analysis that the appropriate penalty may impact or be applied to more than just the module, Nursing Discipline-Specific Knowledge Analysis or examination in which the offence Nursing Discipline-Specific Knowledge Analysis place. You will attend a range of theory sessions Nursing Discipline-Specific Knowledge Analysis by four Nursing Discipline-Specific Knowledge Analysis teaching sessions. Simulation Simulation can provide Nursing Discipline-Specific Knowledge Analysis with Nursing Discipline-Specific Knowledge Analysis experiences that increase awareness and Nursing Discipline-Specific Knowledge Analysis the need to reconsider individual biases. Nursing Discipline-Specific Knowledge Analysis key component to addressing SDOH is screening; Nursing Discipline-Specific Knowledge Analysis skills Nursing Discipline-Specific Knowledge Analysis to properly screen can be practiced and evaluated within simulation to better prepare students to integrate screening for SDOH into Nursing Discipline-Specific Knowledge Analysis assessments.

OAIRP Summer 2021 Sess 5: Discipline-Specific Peer Analyses for Instructional Costs and Productivity

The material below is intended to help you get used to this type of writing both in school and in the field of nursing. This may seem to go without saying, but you should remember that accuracy is important even beyond the obvious areas like medication administration and treatment procedure. A more precise version would be:. Patient tolerated well. Note: even further explanation may be necessary to describe wound status and any changes or doctor notifications. Always try to remove personal emotions and opinions from the writing you do.

Place yourself in a dispassionate mindset and record information, not feelings, hunches, or viewpoints. This provides a clear picture of what actually happened during the incident, allowing the reader to draw his or her own conclusions. Litigation and auditing are a fact of life in the medical field, and chances are good that readers of your writing will be actively looking for mistakes or inconsistencies.

Scrupulous charting and reporting is the best way to satisfy such readers. The purpose of this article is to explore social determinants of health and nursing education, including clinical and classroom opportunities. Community and public health nursing courses have been the traditional place for content related to SDOH Recent calls to better prepare nurses for practice outside the acute care environment provide initial support for an emphasis on the integration of the SDOH in nursing curricula Josiah Macy Jr. Foundation, ; National Advisory Council, However, there will continue to be a need for nurses in the acute care environment who understand and assess for SDOH.

Social determinants of health have not traditionally been integrated as a thread throughout most nursing education curricula, and this has prevented nurses from acquiring knowledge necessary to assess and address key drivers of health. These include, but are not limited to, an understanding of the more complex and less obvious drivers of health such as neighborhood safety, discrimination based on sexual orientation and gender identity, and job security. The situation is similar throughout other health professions. For example, Siegel, Coleman, and James recently noted that medical schools provide training related to the SDOH in an irregular and often unintentional manner.

Isolating key concepts within curricula does not enable students or nurses to see the wide-ranging influence of SDOH. Community and public health nursing courses have been the traditional place for content related to SDOH within undergraduate nursing curricula. Graduate level program content has varied depending on the focus of the program. The Robert Wood Johnson Foundation recently called for academic institutions to integrate population-focused competencies to better prepare nurses for emerging population-focused roles. This call has prompted more nursing programs to thread this information throughout curricula, as opposed to confining SDOH concepts to select coursework, and thus may increase opportunities for broader study of this important content.

Solely integrating SDOH into the didactic components of a curriculum has not been effective in influencing future engagement and advocacy among students in the health professions. For example, medical students who learned about SDOH from a didactic i. Integration of SDOH content into nursing curricula is preferably approached from a transformative learning standpoint. This perspective moves beyond gaining knowledge and encourages students to understand, reflect, analyze, and apply content to potential future experiences and encounters. Opportunities for curricular integration must focus on how to better educate nurses to understand the connections between SDOH and the challenges patients face.

Nursing students need opportunities to connect didactic material with meaningful clinical experiences in a variety of settings. While not created solely for nursing education, nurses are a target population for the LEND program. One of the content areas, protective factors related to child development, includes content about safe neighborhoods, economic security, nurturing family, and environmental influences. Providing clinical experiences in nursing education related to this content requires moving some clinical experiences from the acute care setting to work with organizations that provide care for pregnant mothers and young families. This may also include clinical experiences outside of courses focused solely on maternal and child health.

Working with agencies that utilize the Nurse Family Partnership , Healthy Families America Program, or similar programs, allows students to examine and learn first-hand about these content areas in an environment where both positive and negative outcomes can be witnessed. An effective curriculum should include multiple SDOH experiences, community engagement, and student reflection. Clinical experiences within the acute care setting constitute the majority of clinical hours a pre-licensure nursing student completes. Reconsideration of both curricular content and traditional acute care clinical experiences is necessary to prepare new nurses for future practice Murray, An effective curriculum should include multiple SDOH experiences, community engagement, and student reflection Sabato et al, Nursing faculty should design learning opportunities that occur in a variety of locations.

Faculty should consider these settings for all nursing courses, even those that have traditionally used the acute care setting to provide clinical education. Before a major shift in clinical placements can occur, some consideration must first be paid to the commitment of the organization to address the SDOH, and then to accessibility, safety, and sustainability. Nursing students need to develop an understanding of and ability to screen for SDOH so that they can intervene as nurses on behalf of patients. Integrating SDOH into the curriculum as either content or concept serves as the foundation. However, it is through the experiential learning experiences across the curriculum that increases competence and confidence of students to serve as advocates in addressing SDOH.

Each of these is briefly reviewed below. Interprofessional Education and Collaboration Interprofessional collaboration is an often-untapped experience that provides an interesting opportunity for educators to integrate content related to SDOH into existing curricula. The Institute of Medicine has highlighted the benefits of interprofessional education IPE and called for its use to improve healthcare delivery and health outcomes. For nurses to be prepared for interprofessional collaborative practice, they must first be socialized to this role.

Interprofessional collaboration is an often-untapped experience that provides an interesting opportunity for educators to integrate content related to SDOH into existing curricula. IPE has been shown to have a profound impact on student knowledge and attitudes on practice issues Buckley et al. IPE experiences among health professionals that do not tend to collaborate in actual practice can also be beneficial. For example, Sabato et al. During this two-year program, students from both dentistry and nursing participated in a number of activities as they collaboratively worked through case studies. Each team member applied discipline-specific knowledge as the group analyzed and managed the cases. During the first year, students focused on the critical skills needed to address SDOH on an interprofessional team.

They learned about the experience of receiving care, reaching health goals, access to resources, and motivational interviewing. Participants demonstrated an overall increase in the perceived value of interprofessional teamwork as well as ability to engage patients in issues related to SDOH Sabato et al. Challenges that SDOH present for those in our care require a close examination of legal, economic, social, and political implications. Partnerships between professions vested in health equity can address the needs of the community while enhancing the student learning experience. For example, an interprofessional education opportunity to complete a community needs assessment can be provided for nursing and education students, or nursing and law students.

Collaboration develops interventions that move beyond a single discipline and address SDOH from a higher level. Interprofessional education and collaboration can occur throughout nursing education programs, including the use of simulated scenarios. Simulation Simulation can provide students with first-hand experiences that increase awareness and support the need to reconsider individual biases. Simulation is utilized as both a teaching strategy and method of evaluation within nursing education. The majority of students related social conditions to lifestyle choices, rather than circumstances, during the initial exploration early in their program.

Overcoming these biases is necessary to properly address SDOH. Simulation can provide students with first-hand experiences that increase awareness and support the need to reconsider individual biases. These simulation experiences can help nursing students identify life circumstances and SDOH that influence overall health. Nurse educators using poverty simulations must be careful not to perpetuate stereotypes or assumptions about poverty. This requires careful planning and tool consideration in addition to structured debriefing.

This simulation provides participants with the opportunity to address food, shelter, and other basic needs while playing the role of families living with low income, coping with real-life scenarios, and interacting with community resources. Simulation can also be used to enhance student understanding of literacy, culture, transportation, availability of food, and access to healthcare. A key component to addressing SDOH is screening; the skills needed to properly screen can be practiced and evaluated within simulation to better prepare students to integrate screening for SDOH into their assessments. Screening for SDOH requires skills that allow the nurse to ask potentially sensitive questions, and encourage an interview that is less data driven and more relationship driven.

Motivational interviewing and empathic inquiry can support this process and should be included in nursing curricula. Empathic inquiry is an approach to conducting SDOH interviewing that is based in motivational interviewing and trauma-informed care. The focus is on collaboration and emotional support, while addressing patient priorities and planning Oregon Primary Care Association, Empathic inquiry requires listening without judgement and understanding the importance of the environment in which the inquiry takes place.

Didactic content in both the classroom and simulation can provide opportunities for students to master interviewing and inquiry skills that can better elicit information regarding SDOH. While motivational interviewing and empathic inquiry are seemingly focused on the individual, this is also an important area of health promotion at the community level. The overall health of a community is determined by the health of its members. Developing self-efficacy and self-awareness enables community members to improve the overall health of their communities through sustainable actions.

Social Justice and Advocacy Social determinants of health result in health inequities that often require a social justice perspective. Social determinants of health result in health inequities that often require a social justice perspective. Social justice is built on the concept that there is a need for fair and just relationships between individuals and society. This mandate affirms the need to prepare nurses to understand the need to address social justice issues in a manner that acknowledges their relationships to health. The foundations of professional practice and values in nursing, including altruism, autonomy, human dignity, integrity, and social justice, should be addressed not just at the beginning or end of program coursework but as threads throughout curricula AACN, These threads can be easily tied to those related to SDOH.

This strategy enables students and nurses to identify how SDOH relate to the overall health of individuals and communities, and also identify how seemingly individual parts of nursing practice contribute to the greater purpose of nursing as a whole. Influence of nurse leaders at all levels on the development and implementation of health policy must address SDOH to improve health equity by specifically addressing upstream, or larger systematic, factors.

These include policies that address topics like economics, education, criminal justice and transportation Adler et al. These connections can further assist students in their understanding of health policy. Service learning opportunities can also help solidify these connections within nursing education. Nurse educators must consider innovative opportunities for students at all levels to develop a deep understanding of the issues that these groups face.

It is important to distinguish service learning from volunteerism and clinical experiences. Service learning is based on collaboration between the academic institution and the community partner. These experiences can range from screening clients in a health clinic for the homeless to health education in elementary schools. However, it has been noted that one service learning course may not be enough to observe a significant change in these areas.

Reasons for this decrease included unrealistic expectations of the student and community-based organization CBO ; incompatible interest between the student and CBO; lack of student understanding about the CBO; and lack of attention to reflection. All of these reasons can be addressed by a thoughtfully developed service learning thread within a nursing education program. In particular, reflection offers an opportunity for both students and faculty to explore the difficult issues related to SDOH that can be uncovered through the service learning experience. It is important for faculty to consider multiple ways of reflection, such as journaling, artwork, storytelling, and portfolios.

Traditionally, service learning has been incorporated into undergraduate nursing education. However, graduate nursing students are moving into areas of practice that require understanding about how SDOH impact the health of individuals and populations. Though direct engagement with the community, students broadened their understanding of the healthcare needs of the population they will serve Bryant-Moore et al, Service learning can also successfully be integrated into nontraditional models, such as a post-licensure, online RN-BSN program.

Students self-selected a population based on their geography, personal interest, and goals. Workshops were integrated throughout the course to guide students through the experience and ensure that the outcomes were being addressed. The workshops focused on introducing service learning concepts, gaining knowledge, developing compassion for others, and reflecting on the experiences. These students also showed a significant increase in their belief that they can have influence in the community. This is critical as nurses must not only have the knowledge related to SDOH, but also the confidence to influence change. Threading content related to SDOH throughout an entire nursing curriculum requires that all faculty are adequately prepared to teach this content within the context of their individual course s.

Faculty development is essential for those interested in integrating SDOH into nursing programs through the various strategies discussed. Graduates of nursing programs must be equipped with the knowledge and skills needed to effectively address SDOH. Program leaders must commit resources needed for both faculty and student development. Possessing the skills to offer transformative learning opportunities is essential not only for full time faculty, but also for clinical instructors, mentors, and preceptors,.

Nursing education leaders at all levels must consider innovative ways to cultivate diverse graduates who sincerely desire to address SDOH. Transformative changes are needed in nursing education to prepare nurses to adequately address SDOH and improve health equity. Literature that supports the abilities of practicing registered nurses to address SDOH is very limited. Nurses are uniquely positioned on the frontlines of healthcare to address SDOH that impact health inequities; therefore, nurse educators must proactively develop curricula to include the use of interprofessional education, teaching new skills, utilizing new teaching methods, and forming new partnerships.

To this end, we offer several recommendations. The Table presents recommendations for nursing education programs to consider related to addressing SDOH. This may be helpful for program leaders to evaluate what is currently in place and where improvement is most needed. There will always be a need for nurses in every care setting to understand and assess for SDOH.

Intentional effort is essential to educate faculty and improve diversity. Leaders in the profession of nursing, and other health-related professions, must assure that appropriate content and meaningful experiences for interprofessional collaboration are incorporated into curricula to address the challenges to well-being that these multifaceted determinants present for so many. She teaches across the undergraduate and graduate nursing curricula, focusing on healthy aging and nursing theory. Throughout her professional and academic career, Dr. Thornton has focused on health promotion, the oldest older population, and community health.

She is currently engaged in projects focused on the social determinants of health and the related role of the nursing profession. Throughout her professional career, Dr. Persaud has focused on health promotion, vulnerable populations, and engaged learning. Currently, Dr. Adler, N. Addressing social determinants of health and health disparities: A vital direction for health and health care. American Association of Colleges of Nursing. The essentials of baccalaureate education for professional nursing practice.

Schmidt, N. New York, NY: Author. Philadelphia, PA: Nursing Discipline-Specific Knowledge Analysis. The student may direct questions to the College representative and any Nursing Discipline-Specific Knowledge Analysis called Nursing Discipline-Specific Knowledge Analysis in an appropriate manner. There Nursing Discipline-Specific Knowledge Analysis three categories:.