Volume 56, Issue 1 pp. 208-213
THEORETICAL AND CONCEPTUAL

Strategies for embedding population health concepts into nursing education

Kasey Jordan PhD, RN

Corresponding Author

Kasey Jordan PhD, RN

College of Nursing, Medical University of South Carolina, Charleston, South Carolina

Correspondence Kasey Jordan, PhD, RN, Medical University of South Carolina, 99 Jonathan Lucas Room 403, Charleston, SC 29425.

Email: [email protected]

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Saria Lofton PhD, RN

Saria Lofton PhD, RN

Population Health Nursing Science, University of Illinois, Chicago, Illinois

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Elizabeth A. Richards PhD, RN

Elizabeth A. Richards PhD, RN

School of Nursing, Purdue University, West Lafayette, Indiana

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First published: 17 August 2020
Citations: 5

Abstract

Advances in community and public health are needed to address contemporary health needs, particularly poor health outcomes related to the social determinants of health and inequity. Nurses are ideally placed to promote meaningful advances in community and public health, collectively referred to as population health. Nurse educators can promote a deeper understanding of core population health concepts by threading these concepts throughout the academic nursing curricula in addition to standalone population or public health courses. Strategies for incorporating population health concepts in a variety of courses can be conceptualized through the themes emphasizing context, honoring community voices, cultivating community connection, and fostering leadership in social responsibility. Nurse educators with expertise in population health can serve as a resource for faculty as these strategies are implemented. Teaching population health provides exciting opportunities for innovative approaches to facilitate students to link their practice to wider social contexts. Further steps to strengthen the public and community health workforce will still be needed to meet population health needs.

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