The master's of science in nursing curriculum at Seattle University leads to the designation Community Health Clinical Nurse Specialist. The School of Nursing's goal is to educate leaders in nursing who advocate for those least able to speak for themselves and least able to access resources available to the majority of people. (Author/JOW)

In Hawaii, one of four national "vision for nursing education" projects focused on identifying themes for a community-based curriculum. Focus groups selected nursing history, culture, identity, knowledge, and practice as well as cross-disciplinary themes. (SK)

The East Tennessee State University nursing school's transition to a community-based nursing curriculum was built on five key concepts: (1) relevance and accountability to health and social needs; (2) meeting of basic health needs through teaching and learning; (3) community experiences throughout the curriculum; (4) interdisciplinary…

Ten nursing faculty who had experienced transition to a new community-based curriculum rated the transition process. Conditions receiving higher ratings included self-expectations; low ratings were given to the level of transition planning and the transition environment. Some faculty experienced high stress. Anticipatory planning and faculty…

The nursing school at the University of Texas at San Antonio revised the curriculum using a community-based health care model. More clinical experiences were offered in a variety of community settings and long-term relationships were developed with community health agencies. (SK)

A survey of 177 nurse educators indicates they have more knowledge of primary health care than hypothesized; those with work experience beyond acute care have more knowledge. Nurse educators must be prepared to revise nursing curricula and teaching strategies in terms of community-based primary-health-care knowledge and skills. (JOW)

Brigham Young University's nursing curriculum was revised to reflect the community-driven nature of primary health care. Curricular threads of inquiry, practice, stewardship, spirituality, and service are the framework for integrating community health nursing practice. (SK)

Cleveland State University's Department of Nursing and the Visiting Nurse Association's partnership has produced a model to restructure nursing curriculum to prepare students for community practice. Parts of the model are identifying urban health needs, developing a common culture, and preparing experienced clinicians as teaching associates. (SK)

Offers practice models for community-based nursing and community health nursing that demonstrate the different roles, philosophies, and activities of the two approaches. Points to curriculum changes that are needed to prepare students to practice in an increasingly community-oriented health care industry. (Author)

A capstone leadership course for students working toward a bachelor of science in nursing degree is designed to integrate traditional community-health nursing with leadership to foster the development of community-based competencies for the future. (JOW)

The past history of toxicology courses, recent trends, departments or divisions of toxicology, undergraduate and graduate courses, and residency programs are described. The emphasis of clinical toxicology in the University of Tennessee program is discussed, along with the school's Drug and Toxicology Information Center. (LBH)

A five-day workshop was successful in fulfilling its prime objective, development of a competency-based curriculum for veterinary public health and preventive medicine (VPH & PM). The model now may be used to re-evaluate and, where necessary, revise existing curriculums. (LBH)

Auburn University's School of Nursing revised the curriculum based on a view of nursing as a humanistic discipline transcending institutional boundaries. Community-based nursing was defined as a philosophy of care with an individual and family focus, emphasizing partnerships with clients. (Contains 15 references.) (SK)

A study that sought to identify and describe the nature and content of questions asked by pharmacy patrons at the prescription counter is reported. The results indicate that the pharmacy is an important area in primary and self-health care, and that students should be trained in methods of responding and educating in one-to-one situations. (JMD)

Posits that students in public health nursing must be well grounded in nursing theory and practice before planning for group health care. Discusses curriculum planning and content, roles and functions of master's program graduates, faculty-agency relationships, and clinical research. (JOW)