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

Abstract #61164

Joan B. Castleman, RN, MS¹, Joanne T Richard, ARNP, PhD², Shawn M. Kneipp, PhD, ARNP², Robert Bosarge, RN, BSN³, and Nancy Tigar, RN, DrPH². (1) Health Care Environments and Systems, University of Florida College of Nursing, Box 100187, Gainesville, FL 32610, (352) 846-0683, jbcastle@nursing.ufl.edu, (2) College of Nursing, University of Florida, P.O. Box 100187, Gainesville, FL 32610, (3) Alachua County Health Department, 224 SE 24th Street, PO Box 1327, Gainesville, FL 32606

The Each One Reach One Community Cardiovascular Program provides the opportunity for University of Florida baccalaureate students in community health nursing to actively partner with neighborhood groups while learning community assessment, planning and intervention strategies. This paper will discuss adaptations made to the clinical experience to insure that students involved with The Each One Reach One Community Cardiovascular Program meet course objectives while participating in activities that contribute to the project's success. Student experiences vary as the project progresses. Initial focus was on assisting with the development of the survey tool, administering the survey and creating culturally appropriate learning materials. As the project's needs change, so do planned clinical experiences. Collaborating closely with Each One Reach One staff, students have been able to expand their involvement in several of the communities traditionally served by College of Nursing. Based on information from their community assessments, students collaborate with community members on planning and implementing interventions that contribute to the goal of reducing cardiovascular health disparities among adult residents in their assigned area. Using the Healthy People 2010 Determinants of Health, learning experiences are planned to sensitize students to factors that are barriers to health. In conjunction with this, opportunities for increased connection with community members are arranged to reinforce the importance of providing culturally appropriate, nonjudgmental care. Participation in this real world project also requires that students behave professionally and communicate effectively as they plan activities with their peers and other professionals.

Learning Objectives:

• Discuss strategies for developing student clinical experiences through creative community partnerships.
• Identify collaboration benefits for students.
• Describe methods for preparing students to work with a community.

Keywords: Community Collaboration, Health Disparities

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.