背景:解决对护理和公共卫生人员的威胁,同时也加强了当前和未来工人的技能,需要方案解决方案。培训计划应以框架为指导,利用护理专业知识和领导力,伙伴关系,并整合正在进行的评估。
■本文提供了一个可复制的框架来增长,垫板,使护理和公共卫生工作队伍多样化,被称为护士主导的公平学习(NEL)培训计划框架。该框架已被多个方面应用,由联邦资助的培训计划,由嵌入在学术护理机构的调查人员领导。
方法:NEL框架侧重于:(1)增加对知识的公平获取,技能,和能力需要准备一个多样化的劳动力,以提供有效的干预措施;(2)促进学术实践的联系和社区伙伴关系,以促进新获得的知识和技能的部署,以应对护理提供中持续和新出现的挑战;(3)不断评估和传播调查结果,以告知扩展和复制方案。
结果:使用该框架的十个计划已成功利用1830万美元的校外资金来支持1000多名公共卫生专业人员和受训人员。纵向评估工作表明,公共卫生工作者,包括护士,正在从“工作场所培训”计划中受益,未来的临床医生正在接受严格的培训,以确定和解决健康的决定因素,以改善患者和社区的福祉,教育工作者正在提供新的教学机会,以提高他们提供高质量公共卫生教育的能力。
结论:培训计划可以应用NEL框架,以确保护理和公共卫生工作人员队伍实现公平,可持续增长,提供高质量的循证护理。
BACKGROUND: Addressing threats to the nursing and public health workforce, while also strengthening the skills of current and future workers, requires programmatic solutions. Training programs should be guided by frameworks, which leverage nursing expertise and leadership, partnerships, and integrate ongoing evaluation.
UNASSIGNED: This article provides a replicable framework to grow, bolster, and diversify the nursing and public health workforces, known as the Nurse-led Equitable Learning (NEL) Framework for Training Programs. The framework has been applied by several multipronged, federally funded training programs led by investigators embedded in an academic nursing institution.
METHODS: The NEL framework focuses on: (1) increasing equitable access to the knowledge, skills, and competencies needed to prepare a diverse workforce to deliver effective interventions; (2) fostering academic-practice linkages and community partnerships to facilitate the deployment of newly gained knowledge and skills to address ongoing and emerging challenges in care delivery; and (3) continuously evaluating and disseminating findings to inform expansion and replication of programs.
RESULTS: Ten programs using this framework have successfully leveraged $18.3 million in extramural funding to support over 1000 public health professionals and trainees. Longitudinal evaluation efforts indicate that public health workers, including nurses, are benefiting from the programs\' workplace trainings, future clinicians are being rigorously trained to identify and address determinants of health to improve patient and community well-being, and educators are engaging in novel pedagogical opportunities to enhance their ability to deliver high quality public health education.
CONCLUSIONS: Training programs may apply the NEL framework to ensure that the nursing and public health workforces achieve equitable, sustainable growth and deliver high quality evidence-based care.