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Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
1
Chapter 7: Public/Community Health: Expansion and Need for Leadership
LEARNING OUTCOMES AND SUGGESTED CLASSROOM AND CLINICAL
ACTIVITIES
LEARNING OUTCOME 1
Discuss the influence of the Institute of Medicine reports on public health.
Suggestions and Strategies for Classroom Experience
• Ask students to review IOM reports The Future of the Public’s Health in the 21st
Century and Who Will Keep the Public Healthy? (Reports can be accessed at the
National Academy of Medicine website.) Discuss the critical points and
recommendations.
Suggestions and Strategies for Clinical Experience
• How do the above reports relate to clinical experience the students have had or are
student clinical group.
LEARNING OUTCOME 2
Examine various government initiatives that support public/community care at the
federal, state, and local levels.
Suggestions and Strategies for Classroom Experience
• Ask students to identify local and state initiatives that currently support
public/community care. Discuss roles of nurses in these initiatives.
Suggestions and Strategies for Clinical Experience
• From students’ past clinical experience or current experience in
LEARNING OUTCOME 3
Examine Healthy People 2020 and its relevance to the nation’s health.
Suggestions and Strategies for Classroom Experience
• Review the framework for Healthy People 2020. Go the Healthy People website
and have students examine current status of the goals and objectives. Discuss in
teams.
• Ask students to search for information about Healthy Communities and use of
MAP-IT. Does the local community use this method, and if so, what are the
outcomes?
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
2
Suggestions and Strategies for Clinical Experience
• How might Healthy People 2020 be applied in community where student has had
or is having clinical? Discuss with the student clinical group.
LEARNING OUTCOME 4
Compare and contrast population health and the medical model.
Suggestions and Strategies for Classroom Experience
• Ask students to compare and contrast population health and the medical model in
Suggestions and Strategies for Clinical Experience
• If student is in public/community clinical, ask student to apply population health
to the student’s practice experience and report the outcomes.
LEARNING OUTCOME 5
Examine examples of health promotion and prevention strategies and their relationship to
public/community health services.
Suggestions and Strategies for Classroom Experience
• Review the U.S. Preventive Task Force Prevention Guide with the students.
Suggestions and Strategies for Clinical Experience
• Ask students to apply U.S. Preventive Task Force Prevention Guide to clinical
practice.
•
LEARNING OUTCOME 6
Examine the multiple public/community health services.
Suggestions and Strategies for Classroom Experience
• Divide the class into teams, and ask each team to review one of the services and
Suggestions and Strategies for Clinical Experience
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
3
LEARNING OUTCOME 7
Explain the importance of disaster preparedness and related nursing roles.
Suggestions and Strategies for Classroom Experience
• With the students in class, examine the National Health Security Strategy. How
does it relate to your community?
Suggestions and Strategies for Clinical Experience
• When possible the nursing program should offer opportunities for students to
LEARNING OUTCOME 8
Discuss critical global health concerns and their relationship to U.S. healthcare.
Suggestions and Strategies for Classroom Experience
• Divide students into teams with different teams developing a 10-minute
LEARNING OUTCOME 9
Apply leadership requirements to nursing leadership in the community.
Suggestions and Strategies for Classroom Experience
• Discuss the competencies that are particularly important for nurse leaders in
Suggestions and Strategies for Clinical Experience
• If the student is in public/community health clinical or has been, have students
discuss how the competencies were demonstrated by nurses and by the student, if
applicable.
KEY CHAPTER CONCEPTS
1. Typically, interest in nursing leadership and management focuses on acute care;
2. The Future of the Public’s Health in the 21st Century (IOM report) was published as
3. A second IOM report, Who Will Keep the Public Healthy? expanded on the need for
4. There are multiple governmental initiatives at the federal, state, and local levels
6. Box 7-1 identifies the public health functions and essential services.
8. Population health focuses on factors and needs related to the population as a whole or
9. Health promotion and prevention are important in public/community health. The
Affordable Care Act of 2010 supports these approaches. The National Prevention
10. Primary, secondary, and tertiary prevention are part of prevention efforts. The U.S.
Preventive Services Task Force publishes a prevention guide.
11. Nurses in public/community care are involved a variety of concerns besides
12. Public/Community services include public or government departments and agencies
13. Disaster preparedness has become more and more important, and it is part of
14. The framework for the National Health Security Strategy is found in Figure 7-3.
Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
5
15. With the increasing expansion of connections across the world, the U.S. is not
16. Examples of major organizations that are associated with global health are the WHO,
17. Nurse leaders in public/community health need to demonstrate competency in
budgeting, political and advocacy strategies, health education, planning, improving health
literacy, staffing, continuous quality improvement, and workforce effectiveness. These
competencies are somewhat different when applied to public/community health.
APPLYING LEADERSHIP AND MANAGEMENT
BSN and Master’s Essentials: Application to Content
Chapter identifies which Essentials apply to the chapter content. This information is
My Hospital Unit: An Evolving Case Experience
See the overview of the My Hospital Unit feature found in the front of the textbook.
Refer students to the specific My Hospital Unit scenario found in the chapter.
Applying AONE Competencies
The AONE competencies for nurse leaders are found in Appendix A. Ask students to
identify which of the AONE competencies apply to the content in the chapter.
Engaging in the Content: Critical Thinking and Clinical Reasoning and Judgment
See Discussion Questions and Application Exercises at the end of the chapter. Online
options are noted.
Chapter Features: Case Study and Applying Evidence-Based Practice
The Chapter Features: Case Study and Applying Evidence-Based Practice features may
be used in both classroom and online formats. The last two slides in the PPT slides
ADDITIONAL CASE
This case is not found in the textbook. It may be used for individual or team assignments:
written assignment and classroom or online team discussions. It may also be used as an
essay question for exams.
Case:
The department of health in a moderate size city is seeking a Director of Nursing for its
nursing services. These services include clinics, school nursing, community-wide
immunization program, disaster planning, and a small home health service. You are a
nurse in one of the clinics, and you are on the search committee. The current Director of
Nursing is retiring. The current opinion is the current director has not kept up with trends
in pubic/community health. Schools of nursing in the city are reluctant to send nursing
students to the services for clinical experiences, but they have no choice. There is a
nursing faculty member from one of the four schools on the search committee.
Questions:
1. What might be some current public/community initiatives and issues the candidates
should be asked about?
2. What would you identify as five key qualifications for this position?
3. What types of experiences are you looking for in the candidates?
