Validating PHN proficiency in doctoral education using PHN core competencies and performance measures

Background: The Public Health Nursing (PHN) Core Competencies (2003) are used as a practice guide for generalist and graduate PHN. The framework demonstrates PHN performance including relevant skills, attitudes and knowledge necessary for PHN practice. Evidence does not support wide use by PHN graduate programs because there are no tools available to describe and measure student activities leading to proficiency in PHN competencies.

Methods: A PHN Core Competencies Tool (PHN CCT) was developed on an Excel spreadsheet, introduced to PHN DNP students in 2007, and includes a project list and 8 domains with associated competencies. Following monthly electronic submission of the PHN CCT, the professor and student assess accomplishments, gaps in experiences, and project-specific competencies within each domain. DNP/PHN students set goals that will help attain an advanced level of mastery in each competency, with ability to synthesize, critique, or teach the skill.

Results: Students reported the PHN CCT to be a performance appraisal instrument providing meaningful feedback demonstrating mastery of PHN skills. Students and professors found the tool to be an objective method to assess and facilitate professional development learning needs of PHN practice and education. The only objection to the tool was that it was time consuming at the outset.

Conclusions: The PHN CCT is a useful way to document and track student progress in PHN competencies at the graduate level. It provides continuity and offers a tangible method to incorporate didactic learning with projects and activities, and should be disseminated for graduate level PHN education.