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Discussion, Nursing, Pages: 1

Discussion Question

Discussion Question

Discussion Response

The article “Integrating Population Health into Nursing Education” highlights some of the effort invested by leaders in Washington’s nursing schools, placing principles of population health and social determinants of health (SDOH) firmly within the courses. In keeping with a concern that significant inequities in health persist despite extraordinarily high spending on healthcare, this approach anchors the emphases of practice in prevention and equity-focused, culturally humble nursing care. The result was a white paper in which nursing deans and educators committed to embedding population health concepts, supporting specialized tracks, and encouraging academic-practice partnerships through consensus-building activity (Hermer et al., 2020): Discussion Question.

Notably, the AACN Essentials should be taught at every level of nursing education. These set a critical framework for equipping nurses with the competencies to address population health challenges and deliver equitable care. They emphasize developing key competencies in systems-based practice, interprofessional collaboration, and cultural humility to prepare a workforce for varied healthcare environments (American Association of Colleges of Nursing, 2021).

Advantages

The AACN Essentials taught universally assure consistency in preparing nurses for practice, fostering better patient outcomes. Nurses prepared on these competencies can address SDOH, engage in health promotion, and add to cost-effective, equitable care (American Association of Colleges of Nursing, 2021). Moreover, embedding Essentials such as “Population Health” and “Health Promotion” prepares graduates for leadership roles and policy advocacy.

Disadvantages

The Essentials are challenging to implement in underfunded programs that lack resources or trained faculty. Resistance to change by educators unfamiliar with population health concepts is also a barrier.

Incorporation into Practice

Currently, SDOH education can be applied to patient assessments by determining the presence of factors such as appropriate housing, employment, and nutritional food. In leadership positions, Essentials like “Population Health” and “Interprofessional Collaboration” can inform policy development and program implementation, as indicated by Silva et al. (2022). For example, a nurse leader may develop partnerships with local agencies to support patients with food insecurity.

Value for Preceptors and Educators

Future preceptors and educators benefit from embedding the Essentials into clinical rotations, ensuring students apply theory to practice. For instance, cultural humility goes into practice in patient interactions; thus, students learn about the different backgrounds each patient may come from, which enhances their learning experience further during the clinical rotation.

Witnessing the Application of Competencies

Advanced practice nurses who integrate these competencies into their practices will likely manage patient populations with evidence-based strategies. For example, community health APNs might employ disease prevention programs for chronic diseases, congruent with health promotion and disease prevention.

Advocacy for Social Justice, Diversity, Equity, and Inclusion

Still, the APNs can support equality for others through policy, outreach, and mentoring students across diverse backgrounds and some specified sub-competencies; the roles of advocacy towards vulnerable populations allowed APNs to support policies designed to ensure fair access to different health services available.

Conclusion

The AACN Essentials are critical building blocks in understanding the path to advance equitable care and health disparities. Universal incorporation into practice equips nurses with improved outcomes while acting for systemic changes.

References

American Association of Colleges of Nursing. (2021). The Essentials: Core Competencies for Professional Nursing Education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf

Hermer, J., et al. (2020). Integrating population health into nursing education: The process of gaining commitment from Washington’s nursing deans and directors. Journal of Professional Nursing, 36(6), 6-12.

Silva, J. A. M., Mininel, V. A., Agreli, H. F., Peduzzi, M., Harrison, R., & Xyrichis, A. (2022). Collective leadership to improve professional practice, healthcare outcomes and staff well-being. Cochrane Database of Systematic Reviews, 2022(10). https://doi.org/10.1002/14651858.CD013850.pub2

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Question

Read the posted article: Integrating Population Health into Nursing Education Download Integrating Population Health into Nursing Education. Based on the readings from weeks 1 and 2, respond to the following questions:

  • Do you agree that the AACN essentials should be taught at all levels of nursing education?
  • What are the advantages?
  • Are there any disadvantages?
  • How can you incorporate this education into your everyday practice now and once you are in a leadership or advanced practice role? Give specific examples using the Essentials reviewed.
  • How would it be valuable for future preceptors or educators to incorporate the Essentials into educational experiences?
  • Have you been mentored by or witnessed advanced practice nurses in the past who clearly incorporated these competencies into their practice? In what way?
  • What are ways APNs can advocate for social justice, diversity, equity, and inclusion?
  • Be sure to include specific sub-competencies in your post.
  • Give a brief summary of the article, then critically analyze the content. Refer to the learning activities overview in the student resources.

Remember, even though this is an opinion/experience-based discussion topic, scholarly references ARE required to support your statements. See the learning activities overview and discussion rubric for discussion expectations.

Purpose:

  • The purpose of the threaded discussion is to promote dialogue among students and faculty during the course.

    Discussion Question

    Discussion Question

Requirements:

  • The student must provide the initial substantive response to the discussion question/topic(s) posted by the course faculty by Friday of those weeks with a discussion board assignment.
  • The student must also provide a minimum of two additional responses to two student colleagues on two different days by Tuesday of those weeks with a discussion board assignment.
  • All questions posed to the initial student post by course faculty need to be answered by the student to earn full credit for the discussion board assignment.
  • This should be substantive feedback to a student colleague’s response to the question/topic posted by the course faculty. All responses must be respectful and thoughtful.

Discussion boards are not opinion boards. Students are expected to have scholarly sources to support their claims and constructs presented in the original post and citations must be provided. While scholarly resources are not required for your response posts, they do strengthen your posts and you must cite information taken from a source.

Citations for parts of posts that are synthesized from the course text, peer-reviewed research articles, and other credible sources are required. Course faculty monitor for the compliance of citations with Turnitin evaluation of the posts intermittently during the course session.

Note: This discussion requires you to complete your initial post before you can see your classmates’ posts. If you are having trouble getting started, please contact your instructor.