Building logic model skills in vulnerable community agencies through PHN DNP student practicum activities

Background: In 1999, the University of Tennessee Health Science Center, College of Nursing created the first Public Health Nursing (PHN) practice doctorate (DNP) using both on-campus and distance learning methodologies. A partnership created between the PHN program and a major funding source for agencies that promote community health identified funding for several agencies was at risk because of inability to report outcomes and community impact. Using 2003 PHN Core Competencies as an educators' guide for planning clinical experiences, development of a Logic Model became the focus of a DNP PHN clinical experience.

Methods: Teams of 1st and 2nd year students were assigned to research selected agencies and the Logic Model process. Resources were posted online where discussions and planning begins. Students returned to campus and met with local agency representatives. After an overview presentation, teams worked with the agency stakeholders thorough focused interviews. Collaboration with agencies continued after students returned home. Work between student team members continued using the distance modality of Blackboard.

Results: The agency representatives were enthusiastic as students documented their program impact. Students reported the usefulness of this experience to their practice. Logic Models were validated by the agencies in a collaborative interaction and are currently used to report successes in their programs and plan future activities.

Conclusions: PHN Core Competencies provide the foundation for valuable student experiences. Distance learning provides the continuity and momentum for clinical experiences and on-campus activities cements the didactic materials and development of skills that can be disseminated in local environments.