Giving Life to Learning Through Rural Maternal Health Immersion Experiences
Beth Ann Swan1, Wendy Gibbons, Lalita Kaligotla
1Author Affiliations: Charles F. and Peggy Evans Endowed Distinguished Professor on Simulation and Innovation (Dr Swan), Senior Instructor (Dr Gibbons), and Professor of the Practice and Senior Director for Leadership and Engagement (Ms Kaligotla), Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia.
Background:
Recruiting, retaining, and educating nursing students is essential to meet the growing need for nurses in rural communities. A nursing school enhanced its prelicensure education in rural and public health nursing, and interprofessional care by expanding experiential learning opportunities.
Purpose:
To describe longitudinal community health-based rural immersion experiences for prelicensure nursing students.
Methods:
A prospective, correlational design evaluated students' knowledge and confidence in understanding rural characteristics, confidence in achieving public health nursing, and interprofessional education competencies.
Results:
Fourteen prelicensure nursing students participated in rural maternal health immersion experiences and reported being more confident (21/27 items) than knowledgeable (18/27) in understanding rural characteristics. Over 85% reported competency in interprofessional interactions, and there was a significant difference in confidence in achieving public health nursing competencies between the beginning and end of the immersion.
Conclusion:
Using immersion experiences may be effective in enhancing students' knowledge, confidence, and competency in rural and public health, and interprofessional care.
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