200071 Building logic model skills in vulnerable community agencies through PHN DNP student practicum activities

Monday, November 9, 2009: 4:30 PM

Patricia M. Speck, DNSc, FNP-BC, FAAN , Primary Care/Public Health, University of Tennessee Health Science Center College of Nursing, Memphis, TN
Margaret T. Hartig, PhD, FNP-BC , Primary Care/Public Health, University of Tennessee Health Science Center College of Nursing, Memphis, TN
Pamela D. Connor, PhD , Department of Preventive Medicine, University of Tennessee Health Science Center, Memphis, TN
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.

Learning Objectives:
1. Explain the evolution of on-site PHN DNP clinical practicum in a distance learning environment 2. Discuss two critical elements in planning on-site PHN DNP clinical practicum through distance learning activities 3. Describe at least two PHN DNP practicum strategies for building Logic Model skills in community agencies

Keywords: Sustainability, Vulnerable Populations

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: Dr. Speck is the Public Health Nursing Option Coordinator for the distance learning DNP at the UTHSC College of Nursing since 2007. She has 27 years of nursing experience with vulnerable populations in the Memphis and Shelby County area of Tennessee. She currently serves on a number of community boards that serve vulnerable and disadvantaged populations.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.