The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #66502

L. Michele Issel, PhD, RN¹, Kathleen A Baldwin, PhD, RN², Linda Farrand, PhD, RN, CS³, Geraldine Gorman, PhD, RN, Patricia R. Lewis, PhD, RN⁵, Judy Lloyd Storfjell, PhD, RN, Marie Talashek, EdD, RN, and Roberta L. Lyons, MPH, CHES⁸. (1) School of Public Health, University of Illinois at Chicago, 2035 West Taylor Street, Chicago, IL 60612, (312)355-1137, issel@uic.edu, (2) College of Nursing, University of Illinois at Chicago, Peoria Campus, One Illini Drive, Peoria, IL 61656-1649, (3) College of Nursing, Urbana Campus, University of Illinois at Chicago, 408 S. Goodwin Ave., M/C 076, Urbana, IL 61801, (4) Rockford Regional Program, College of Nursing, University of Illinois at Chicago, Highcrest Dr., Rockford, IL 61102, (5) College of Nursing, Peoria Regional Program, University of Illinois at Chicago, One Illini Drive, Box 1649, Peoria, IL 61656-1649

Public health nursing (PHN) faculty need to be and feel competent in teaching about the ten essential public health services. Little is known about PHN faculty competency in this regard, despite federal priorities and interest in advancing the education of nurses for population-based practice. To fill this gap, a survey based on the ACHNE standards was developed to assess competency of PHN faculty in Illinois. Competency in each essential public health service was scored based on a 1 to 5 scale of degree to which respondents feel comfortable teaching about the service. Survey was sent to purposive sample (n=124) of nurses who are deans and faculty currently overseeing or providing PHN education. The response rate is currently above 40%, with data collection continuing.

On average, respondents (n=37) have been in their positions for 8 years, annually teach community/public health for 8 semester hours, have a doctorate (56%), and are 50 years old. Respondents felt most competent teaching about essential services of linking people to services (mean 4.2), researching innovative strategies (mean 4.0), and monitoring population health (mean 4.0), but feel least competent teaching policy (3.1). There were significant differences by level of education on competence in evaluating services, researching strategies, and policy. Respondents with PHN education had higher competence in teaching about ensuring a competent workforce, mobilizing partners, and policy than do faculty without PHN degrees. Anticipated complete results will help plan statewide educational offerings to enhance PHN faculty competency and thus enhance the capacity of the PHN workforce.

Learning Objectives:

At the conclusion of the session, the participant will be able to:
• list the Association for Community Health Nursing Education (ACHNE) Standards associated with the ten essential public health services,
• describe the continuing education needs of the PHN faculty workforce in a large Midwestern state, and
• understand the implications for the PHN workforce development.

Keywords: Public Health Nursing, Competency

Related Web page: www.uic.edu/nursing/aphne

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.