Enhancing nursing education through mobile health clinics: Aligning AACN core competencies with pediatric clinical experiences in rural and indigenous communities
Shelly Hogan, Madeline Metcalf, Ann Galloway, Nicole Krueger, Laura Larsson
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Abstract
Aim
A well-prepared nursing workforce is essential to meet the healthcare needs of rural, underserved, and Indigenous communities. This study examines nursing students' perceptions of a Mobile Health Training Program (MHTP) that integrates AACN core competencies, with a focus on culturally responsive care, interprofessional collaboration, and professional development. Over the past two years, the MHTP conducted preschool health screenings for children aged 0–5 at four Tribal nations in Montana.
Design
Survey followed by qualitative analysis.
Methods
A total of 160 nursing undergraduate nursing students completed post-clinical surveys between September 2022 and May 2024. The survey responses were analyzed qualitatively to identify themes related to rural healthcare, culturally responsive care, exposure to diverse communities and professional growth.
Results
The MHTP was valued by 95 % of students. Four key themes emerged: insights into rural healthcare, practicing culturally responsive care, exposure to diverse communities, and professional growth. American Indian/Alaska Native students emphasized the need for culturally reflective opportunities for all. The MHTP aligned with AACN competencies, enhancing skills in patient-centered care, cultural competence, interprofessional collaboration, and systems-based practice.
Conclusion
The MHTP represents a practical model for nursing education, providing immersive, pediatric patient-focused experiences while engaging with high-priority communities. This study contributes to the limited literature on rural and Tribal clinical placements, highlighting the value of balancing simulation with direct clinical practice and preparing nursing students to address healthcare challenges in underserved areas.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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