Nursing education without borders: Engaging undergraduate students in public health nursing, international health nursing, and nursing research early in the curriculum

Background: As the paradigmatic structure of public health shifts from a disease-oriented model to a prevention model, it is important that nurse educators incorporate this change into curricula. Traditionally, undergraduate nursing students do not have opportunities to engage in public health nursing, international health nursing, and nursing research until their senior year. This model limits students' exposure to theory, research, and practice from these integral components of nursing education. The purpose of this pilot study was to describe how early exposure to public health nursing, international health nursing, and nursing research content influences baccalaureate nursing students' perceptions of nursing education.

Methods: Eleven nursing students engaged in a community-based participatory action research project in Nicaragua kept reflective journals of their experiences during the partnership building and assessment phases of the research. Students recorded their impressions of how the experience influenced their nursing education. Qualitative research methods were used to derive themes from the students' journals.

Results: Specific themes included: primary prevention in nursing education, population-based nursing education, and partners in nursing education. Themes identified from the pilot study were consistent with participatory action models in education and primary health care.

Conclusion: Introducing undergraduate nursing students to senior level nursing curricula early in their education breaks down traditional borders in nursing education while increasing the students' affinities for public health nursing, international health nursing, nursing research, and nursing education.