Recorded presentation

Bill Powell, PhD, RN, FNP (C), Jean Goeppinger, PhD, BSN, and Debra J. Brown, PhD, FNP (CS). School of Nursing, University of North Carolina at Chapel Hill, Carrington Hall, CB # 7460, Chapel Hill, NC 27599, 919-966-3599, bill_powell@unc.edu

Most graduate nursing programs focus exclusively on the clinical aspects of nursing. Clinically-oriented Family Nurse Practitioners (FNPs) must also develop population level nursing competencies, especially if they are to help eliminate health disparities and improve the health status of vulnerable persons. The National Organization of Nurse Practitioner Faculties, as well as the American Nurses Association, the Association of Community Health Nursing Educators, the Institute of Medicine, and the federal Office of Minority Health, have all recommended strengthening population health, health disparities, and cultural competence content of health professional curricula (ACHNE, 2002; Uphold, 2000; ANA, 2002; IOM, 2002; USDHHS, 2001). We describe the use of the Community-Oriented Primary Care (COPC) Model to synthesize clinical and public health domains into practice parameters for FNPs(Geiger, 2002; Pickens, Boumbulien, Anderson et al., 2002; Rhyne, 1998). COPC targets vulnerable populations; extends health professional practice from individuals to communities and populations; requires partnerships between communities and health care professionals; guides culturally appropriate care; and challenges traditional professional roles. We overview our approach and highlight curricular changes made to incorporate COPC into one master's FNP curriculum: 1) the addition of a required course, Introduction to Community Practice, for all FNP students; 2) the development of an elective course emphasizing competencies needed for population-focused practice; 3) the construction of a menu of interdisciplinary courses focusing on vulnerable populations, health disparities or approaches to elimination of health disparities from which students could select an elective; 4) the requirement that students in the COPC Option complete their clinical experiences (700 hours) with physician and nurse practitioner preceptors serving vulnerable rural and inner city populations; and 5) the stipulation that students focus their required research project on health issues of vulnerable and underserved populations. We present lessons we learned from students, community members, faculty and practice colleagues, and discuss issues requiring continued consideration.

Learning Objectives: At the conclusion of the session, the participant will be able to

• Identify public health and clinical competencies included as components of COPC.
• Evaluate curricular approaches to teaching FNP students clinical and population competencies.
• Recognize strengths and challenges to curricula teaching skills basic to achieving both clinical and population competencies.

Keywords: Community, Primary Care

Related Web page: nursing.unc.edu/degree/copc/home.htm

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.

Recorded presentation