The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #57002

Jo Anne Bennett, RN, PhD, CS, ACR, Judith haber, RN, PhD, Joan Mason, RN, MSN, Patricia Cimino Boyce, RN, MSN, and Barbara Krainovich-Miller, RN, EdD, APRN. New York University, Steinhardt School of Education, Division of Nursing; New York City Department of Health & Mental Hygiene, Greene Street, New York, NY 10003, 212-929-3716, jbennett@health.nyc.gov

Just as some public health nurses (PHNs) focus on individuals, at least some of the time, so too nurses working in individual- and family-focused settings may–and should--sometimes focus on broader population needs. Moreover, clinicians must be able to use epidemiologic data and appreciate their first-line surveillance role. Since Spring 2001, a 3-credit has been part of the core curriculum for all tracks leading to the master’s degree in nursing at an urban university. It is designed as a seminar, organized around the core public health functions, with guest speakers from the health department and community-based organizations (CBOs). Students work in groups to address a HEALTHY PEOPLE 2010 objective by conducting a population assessment within a defined community and developing a population-focused intervention plan. Students completed a self-assessment related to 19 population-focused competencies at the beginning of the semester, rating their experience with each skill on a 4-point scale (never to essential part of job responsibility) and their confidence in their ability to perform the task, using a 4-point scale based on Benner’s criteria (novice to expert). At the 2nd to last class, students again rate their performance level for each competency and retrospectively rate their skill at the beginning of the course. Both rating sheets (from the beginning and end of the semester) are returned to them at the final class. Findings will be discussed in the context of other course evaluation criteria. About 150 students completed the course over 5 semesters. Baseline assessments were not associated with either practice experience or specialty, or education cohort (i.e., timing of undergraduate public health nursing education).

Learning Objectives:

Participant will be able to
• Describe an approach that can be used to measure students self-efficacy on public health competencies.
• Consider limitations of self-efficacy tools for measuring learning progress.

Keywords: Competency, Problem Based Learning

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.