Community Health Assessment and Program Planning in the Nurse Practitioner Curriculum: Evaluation of a Guided Design Learning Module

Authors

  • Maija L. Selby Dr.P.H., R.N., C.,

    Corresponding author
    1. Maija L. Selby, formerly of Emory University School of Nursing, is Deputy Chair for Research Development of the Curriculum in Public Health Nursing, School of Public Health, University of North Carolina, Chapel Hill, North Carolina.
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  • Dorothy M. Tuttle Ph.D.

    1. Dorothy M. Tuttle is retired Assistant Professor of the School of Public Health, University of Texas Health Science Center at Houston, Texas.
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Address correspondence to Maija L. Selby, Dr.P.H., School Public Health, University of North Carolina, Chapel Hill, North Carolina 27514. Telephone (919) 966–1030.

Abstract

A 14-hour learning module based on the Guided Design method was developed to teach community health assessment and program-planning skills to nurse practitioner students. The module was developed because students in the program, part of a master's-level community health nursing major, viewed community skills as irrelevant to their role. The module was implemented for two consecutive classes (n= 19) and was evaluated through a quasi-experimental design that measured changes in (1) students' attitudes toward community health assessment and program planning as part of the nurse practitioner role, and (2) their ability to conduct community health assessment and program planning. Upon completion of the Guided Design module, all students satisfactorily assessed a real community and planned a health program to meet a community need, and they reported highly significant (P < 0.001) improvements in their attitudes toward these aspects of the nurse practitioner role.

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