Abstract
This presentation will describe an interprofessional community health nursing education project in a 5-county region. The preliminary phase of the project was to create a nurse-led interprofessional advisory group to direct a comprehensive health needs assessment with county health departments, area clinics and school officials, to determine community-based priorities. This phase was followed by an investigation of evidence-based interventions to address the acknowledged community health needs of substance use prevention and mental health promotion. Program costs and funding were identified and obtained through alumni donor gifts and internal university grants. A trained facilitator was selected to educate community health nursing, education, psychology, public health, and social work students in the evidence-based intervention. The nurse-led advisory group then collaborated with area rural school systems to implement the health education program with the interprofessional university students. On-going evaluation of the community health education project resulted in continual adjustments and modifications. This enhanced the effectiveness of the evidence-based intervention with the school-age children as well as with the university student implementers. The project’s impact on school-age students, teachers and university students will be explored. This project illustrates how community-university partnerships can benefit both the school-age and university students.
Notes
References:
Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of social-emotional competence on children academic achievement and behavioral development. International Education Studies, 12(12). doi: 10.5539/ies.v12n12p141
Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415.
Moy, G.E., & Hazen, A. (2018). A systematic review of the Second Step program. Journal of School Psychology, 71, 18-41. doi: 10.1016/j.jsp.2018.10.006
Perez-Clark, P., Royer, D.J., Austin, K.S., & Lane, K.L. (2022). A systematic review of Second Steps social-emotional skills program in middle schools. Remedial and Special Education. doi: 10.1177/07419325221131913
Van Schoiack-Edstrom, L., Frey, K.S., & Beland, K. (2019). Changing adolescents’ attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31(2). doi: 10.1080/02796015.2002.12086151
Sigma Membership
Alpha
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Academic-clinical Partnership, Public Community Health, Teaching and Learning Strategies, Substance Use Prevention, Mental Health Promotion
Recommended Citation
Decker, Kim Alexander and Miller, Wendy R., "Development of a Nurse-Led Interprofessional Community Health Nursing Education Program" (2025). International Nursing Research Congress (INRC). 63.
https://www.sigmarepository.org/inrc/2025/posters_2025/63
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Development of a Nurse-Led Interprofessional Community Health Nursing Education Program
Seattle, Washington, USA
This presentation will describe an interprofessional community health nursing education project in a 5-county region. The preliminary phase of the project was to create a nurse-led interprofessional advisory group to direct a comprehensive health needs assessment with county health departments, area clinics and school officials, to determine community-based priorities. This phase was followed by an investigation of evidence-based interventions to address the acknowledged community health needs of substance use prevention and mental health promotion. Program costs and funding were identified and obtained through alumni donor gifts and internal university grants. A trained facilitator was selected to educate community health nursing, education, psychology, public health, and social work students in the evidence-based intervention. The nurse-led advisory group then collaborated with area rural school systems to implement the health education program with the interprofessional university students. On-going evaluation of the community health education project resulted in continual adjustments and modifications. This enhanced the effectiveness of the evidence-based intervention with the school-age children as well as with the university student implementers. The project’s impact on school-age students, teachers and university students will be explored. This project illustrates how community-university partnerships can benefit both the school-age and university students.
Description
The purpose of this presentation is to describe the creation of a nurse-led interprofessional community health nursing education project. After community health needs were determined, an evidence-based intervention was implemented by university health science students. The perceptions of this project’s impact on school-age students, teachers and university students will be explored. This project illustrates how community-university partnerships can benefit the school-age and university students.