142nd APHA Annual Meeting and Exposition

Annual Meeting Recordings are now available for purchase

308094
Using the Situated Model of Learning in Leadership with FNP DNP students in projects that integrate primary care and public health objectives

142nd APHA Annual Meeting and Exposition (November 15 - November 19, 2014): http://www.apha.org/events-and-meetings/annual
Wednesday, November 19, 2014 : 11:15 AM - 11:30 AM

Sarah Ailey, PhD, RN, CDDN, APHN-BC , College of Nursing, Community, Systems and Mental Health Nursing, Rush University, Chicago, IL

The Primary Care and Public Health report advocates for facilitating the integration of public health and primary care, requiring a workforce with leadership capabilities to transcend boundaries between the two sectors. At our college of nursing, faculty who teach primary care and public health collaborate in the education of Family Nurse Practitioner (FNP) students, who graduate as Doctors of Nursing Practice (DNP). For their DNP projects, students develop a system or care delivery program that improves measurable outcomes for a population, addressing at the population level their role in providing primary care services. The Model of Situated Learning in Leadership (based on Benner et al. [2010]) provides a leadership framework for their projects. Public health faculty teach students to work with community partners, conduct a community assessment, identify areas needing change and gather data to support the need and evaluate the changes. Faculty coach students in leading the needed changes and in integrating coursework (also including organizational leadership, health care policy and finance) with project experiences. People with intellectual disabilities are a population who would benefit from improved integration of public health and primary care. Rates of chronic conditions are high. The risk ratio of hospitalization for ambulatory sensitive conditions is 6.1. FNP DNP projects to improve care coordination between regulatory agencies, family and community supports and primary care for this population provide examples of educating FNP DNP students to take leadership in collaborating to bridge the gap between primary care and public health in the care of populations.

Learning Areas:

Public health or related education
Public health or related nursing
Systems thinking models (conceptual and theoretical models), applications related to public health

Learning Objectives:
Describe how Public Health Nursing faculty collaborate with primary care faculty to facilitate Family Nurse Practitioner Doctor of Nursing Practice (FNP DNP) projects that provide leadership experiences necessary for a primary care workforce capable of transcending boundaries between primary care and public health. Discuss components of The Model of Situated Learning in Leadership (based on Benner et al. 2010). Describe use of The Model of Situated Learning in Leadership in FNP DNP projects that integrate primary care and public health objectives.

Keyword(s): Nurses/Nursing, Primary Care

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a nurse educator and researcher. My research and clinical scholarship is concentrated on improving health care services for people with intellectual and developmental disabilities (IDD), including mental health promotion, acute care services and the transition between acute and community-based care. I am involved in teaching DNP project planning to FNP students.
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.