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APHA Scientific Session and Event Listing

Deborah Lindell, DNP APRN, BC, Frances Payne Bolton School of Nursing, Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH 44106-4904, 216-368-3740, deborah.lindell@case.edu

Purpose: This presentation reports use of the theory of epidemiologic transition (ET)in teaching C/PHN to nurse leaders in Vietnam. Background: In 1971, Omran (2005)proposed a theory of ET as a means of examining the complex changes in, and determinants of, patterns of health and disease. Three major stages were identified: Age of Pestilence and Famine, Age of Receding Pandemics, and Age of Degenerative and Man-Made Diseases. Three models were identified by which countries have experienced these stages: classical, accelerated or contemporary. Countries in the contemporary model, such as Vietnam, cope with limited resources and the health challenges of the convergence of the three stages of ET. Population-focused health promotion/disease prevention interventions by professional nurses can assist in addressing these challenges. However, C/PHN content is not a standard component of undergraduate nursing education programs in Vietnam. Intervention: From 2002-2005, the voluntary organization, Friendship Bridge, taught 9 post-graduate courses in southern Vietnam to prepare nurse leaders for graduate study. Development of the content for the Summer, 2005 course in C/PHN was guided by publications from ACHNE and ANA as well as input from the sponsoring organizations. Optimal teaching-learning occurred when the participants were introduced to the theoretical content of a specific topic and then discussed application in their settings. This was especially true regarding the theory of epidemiologic transition. Interventions to address the public health challenges (and related implications for C/PHN) faced by countries in the contemporary model must be tailored to their specific situations and cannot be transferred from countries, such as the US, in the classical model. In didactic and clinical, participants identified public health concerns, such as provision of safe drinking water and motor vehicle accidents, associated with the contemporary model of ET as well as C/PHN strategies congruent with their socio-cultural context, health care system, and roles and functions. Outcomes/Implications: Course evaluations were highly positive with recommendations for additional clinical experiences. Participants enthusiastically discussed next steps to integrate the knowledge and skills learned into their practice as administrators or educators. Implications for dissemination of this model in other international settings will be discussed.

Learning Objectives:

• 1)To describe the key components of the theory of epidemiologic transition.
• 2)To examine the relevance of this theory in teaching C/PHN in Vietnam.

Keywords: Public Health Nursing, Global Education

Presenting author's disclosure statement:

Not Answered