Culture of Health and Nursing Education Learning Collaborative

May 3, 2017

2:30 PM - 3:30 PM ET

Participants in the seventh monthly teleconference focused on two key areas: matching the Culture of Health Action Framework, and ideas for topics of future calls.

Linking the Culture of Health Framework with the Essentials of Baccalaureate Education for Professional Nursing

Maureen Sroczynski, DNP, RN, nurse expert consultant for the Center to Champion Nursing in America (CCNA), reviewed the Robert Wood Johnson Foundation Culture of Health Action Framework. She then linked the Framework to the nine baccalaureate essentials in Essentials of Baccalaureate Education for Professional Nursing. Using specific competencies found within each of the essentials, she provided a crosswalk to the Culture of Health Action Areas and Drivers. She also reviewed other competencies within nursing curricula and shared questions that can be used to examine and link nursing curricula to a Culture of Health. Participants then discussed the value of this tool in advancing a Culture of Health in nursing curricula. Participants from New York state, Oregon, Hawaii, and Arkansas shared their approaches to reviewing curricula and integrating a Culture of Health into different levels of nursing curricula. The slides from the presentation are available on this section of the Campaign for Action website.

Participants also discussed the concept of using the public health nursing competencies and whether these were specialty competencies or could be integrated across the full nursing curriculum to be of value in both acute care and post-acute care experiences.

Ideas for future learning collaborative calls

Mary Sue Gorski, PhD, RN, also a nurse expert consultant for CCNA, said there will be a summer hiatus for these learning collaborative calls and they would resume in September. She then reviewed the topics and ideas that were discussed in previous
calls and that will serve as focus areas for discussion in the future. Topics include:

  • Clinical experiences in primary care
  • Language used to discuss clinical placement; consider the term practice environment and the definition of supervision
  • Nontraditional clinical placements
  • Graduate student clinical placements and how to team undergrad and grad students
  • How to engage nurses in practice across different practice environments (Connecticut’s work)