Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #104487

Kathy Orth, MS, RN, Department of Nursing, Winona State University, UCR, 859 30th Ave SE, Rochester, MN 55904, 507-285-7490, korth@winona.edu and Sharon Tucker, DNSc, RN, Department of Nursing Research, Mayo Foundation, 200 1st Ave SW, Rochester, MN 55905.

The development of nursing student's knowledge, skills, and perceptions in the delivery of home-visiting services for high-risk families is unknown. Baccalaureate nursing students (n=65) from a mid-western university participated in this study aimed at examining factors which promoted effective care for diverse and disadvantaged, high-risk families. Also examined were complex issues nursing students faced when providing care to this otherwise underserved, challenging population.

This descriptive study employed a three group, non-randomized, pre-post test design aimed at investigating changes in nursing students after participating in an early intervention home visiting project as compared to students who completed a traditional public health clinical experience. Project nursing students delivered an evidence-based, positive parenting program to culturally diverse and disadvantaged, high-risk families with young children in the community via home visiting throughout their entire senior year.

Senior nursing students completed pre-tests prior to their public health experience and a post-test following their experience. Student satisfaction and perceptions were gathered through an open-ended questionnaire. Data were analyzed using descriptive statistics, and qualitatively by identifying common themes.

Analysis indicated there were no significant differences between project and non-project nursing students in baseline knowledge and skills regarding a family-centered approach to care. However, project students demonstrated significant improvements in scores in objective knowledge testing. Moreover, qualitative data indicated project students reported increased satisfaction working with the underserved; they gained a broader perspective of issues these families face and they also felt an increased openness to diversity. Project students articulated the challenges and frustrations they faced when working with project families.

These findings present compelling evidence that a model in which nursing students provide care to high-risk families through a student home visiting program is an effective educational strategy that benefits both families and students.

Learning Objectives: