The other "front line": Public health nursing clinical instruction during COVID-19.
The other "front line": Public health nursing clinical instruction during COVID-19.
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另一个“前线”：COVID-19 期间的公共卫生护理临床指导。
DOI：
10.1111/phn.12928
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Warren,Nicole
中科院分区：
文献类型：
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作者：
DeGroot,LyndsayG;Zemlak,JessicaL;LaFave,SarahE;Marineau,Lea;Wilson,Deborah;Warren,Nicole
在危机时期，护士是活跃的、创新的和促进健康公平的关键力量。新冠肺炎大流行也不例外。尽管媒体的焦点集中在急诊护理环境中的护士身上，但全国各地的公共卫生护士表明，护理实践的“一线”远远超出了床边(Gold，2020)。由于新冠肺炎大流行使现有资源捉襟见肘，暴露了公共卫生资源的缺口，公共卫生临床护理教育工作者利用大流行导致的限制来吸引学生并为他们从事公共卫生护理实践做好准备。在这里，我们详细介绍了我们护理学院的临床教师如何与社区合作伙伴和学生合作，以适应大流行的教学，他们学到了什么，以及这一经验对未来公共卫生临床教学的影响。当疫情开始时，新冠肺炎的传播迫使许多以社区为基础的组织，我们护理学院的公共卫生临床小组通常与这些组织合作，限制或完全限制对客户、工作人员和学生的物理接触。对服务的需求仍然存在，如果不是加剧的话，教职员工需要继续提供学习机会。作为回应，公共卫生护理临床教师调整了现有的合作伙伴关系，创建了新的合作伙伴关系，并重新调整了模拟时间的使用，以应对特殊情况。在大流行之前，公共卫生护理教师与公立学校和社会服务机构有长期的关系。在快速评估了与COVID相关的需求和限制后，我们进行了调整。例如，护生在公立学校医疗诊所提供了面对面的支持，重点是初级保健和常规健康筛查。在大流行期间，学生们与健康套间以外的工作人员合作，帮助社区家庭获得虚拟学习的技术，并支持教师促进在线教育。这一经历使与贫困相关的教育中的不平等成为护理专业学生的具体问题，拓宽了他们对健康的社会决定因素的理解。与此同时，他们在临床活动上的转变满足了我们社区合作伙伴未得到满足的迫切需求。我们还调整了我们在资源中心的工作，以适应无家可归的人，将我们的健康检查和教育转移到户外。这一变化提高了学生对客户经常遇到的环境挑战的认识，包括交通工具有限以及天气对客户获得护理的影响。除了调整现有的伙伴关系外，大流行还为新的伙伴关系创造了机会。为了缓解由于居家命令而导致的社会孤立，一个社区成员联盟发起了
During times of crisis, nurses are dynamic, innovative, and crucial forces for health equity. The COVID-19 pandemic is no exception. Although the media spotlight focused on nurses in acute care settings, public health nurses across the country demonstrated that the “frontline” of nursing practice extends well beyond the bedside (Gold, 2020). As the COVID-19 pandemic stretched existing resources thin and illuminated gaps in public health resources, public health clinical nursing educators used the pandemic-induced limitations to engage and prepare students for public health nursing practice. Here, we detail how clinical faculty at our School of Nursing collaborated with community partners and students to adapt instruction in response to the pandemic, what they learned, and the implications of this experience for future public health clinical instruction. When the pandemic began, the spread of COVID-19 forced many community-based organizations, with whom our School of Nursing's public health clinical groups typically partner, to limit or entirely restrict physical access to clients, staff, and students. The need for services remained, if not intensified, and faculty needed to continue providing learning opportunities. In response, public health nursing clinical faculty adapted existing partnerships, created new ones, and re-aligned the use of simulation time in response to the extraordinary circumstances.Before the pandemic, public health nursing faculty had longstanding relationships with public schools and social service agencies. After a rapid assessment of COVID-related demands and limitations, we adjusted. For example, nursing students had provided in-person support in public school-based health clinics, with a focus on primary care and routine health screenings. During the pandemic, students collaborated with staff beyond the health suite to assist neighborhood families in accessing technology for virtual learning and to support teachers in facilitating online education. This experience made inequities in education related to poverty concrete for nursing students, broadening their understanding of social determinants of health. At the same time, their shift in clinical activities met the urgent unmet needs of our community partners. We also adapted our work in a resource center for persons experiencing homelessness, shifting our health screenings and education outdoors. This change increased students' awareness of the environmental challenges clients regularly encounter, including limited access to transportation and the impact of weather on clients' access to care. In addition to adapting existing partnerships, the pandemic created opportunities for new ones. To mitigate social isolation due to stay-at-home orders, a coalition of community members launched