Nursing Education and Public Health Campaigns in Reducing Communicable Disease Transmission

Authors

  • Dhuha Hassan Alanazi
  • Aljawharah Muflih Dughaylib Almutairi
  • Eman Khalaf Ghannam Alanazi
  • Latifah Mohammed Subh Alhazmi
  • Dalal Sager Bedaiwi Altarfawi
  • Alya Ahmed Aljabbab
  • Hanin Saleh M Alsulimi
  • Muhannad Abdulhameed Alraddadi
  • Baraa Baderaldeen Qarah
  • Fahad Hameed Abdullah Alrashdi

DOI:

https://doi.org/10.22399/ijcesen.4187

Keywords:

Nursing education, public health campaigns, communicable diseases, infection control, epidemiology, community health

Abstract

Nursing education plays a crucial role in the effective implementation of public health campaigns aimed at reducing the transmission of communicable diseases. By equipping nursing students with comprehensive knowledge and skills related to infection control, epidemiology, and community health, nursing programs create a workforce that is prepared to respond to public health challenges. Through hands-on training and classroom instruction, future nurses learn to assess at-risk populations, advocate for evidence-based practices, and contribute to awareness initiatives. As frontline healthcare providers, nurses also serve as vital links between the healthcare system and the community, fostering trust and encouraging preventive behaviors that can significantly reduce disease spread. Public health campaigns are essential in combatting communicable diseases, and effective nursing education enhances these initiatives by preparing nurses to lead educational outreach and community engagement efforts. Nurses are uniquely positioned to educate the public on topics such as vaccination, hygiene practices, and the importance of seeking timely medical care. Moreover, their ability to communicate complex health information in an accessible manner is pivotal in addressing vaccine hesitancy and promoting health literacy. Collaboration between nursing education programs and public health agencies can result in synergistic efforts that leverage nursing expertise to improve community health outcomes, thus ultimately reducing the incidence and transmission of preventable diseases.

References

1. Ladak A, Lee B, Sasinski J. Clinical nurse specialist expands to crisis management role during COVID-19 pandemic. Clin Nurse Spec. 2021;35(6):291–9.

2. Heinen M, van Oostveen C, Peters J, Vermeulen H, Huis A. An integrative review of leadership competencies and attributes in advanced nursing practice. J Adv Nurs. 2019;75(11):2378–92.

3. Lee MH, Jun SH. Factors affecting the Infection Control Practices of Nurses at University Hospitals. Healthc (Basel) 2022;10(8):1517.

4. Massaroli A, Martini JG, Moya JLM, Pereira MS, Tipple AFV, Maestri E. Skills for generalist and specialist nurses working in the prevention and control of infections in Brazil. Rev Lat Am Enfermagem. 2019;27:e3134.

5. Jia Y, Chen O, Xiao Z, Xiao J, Bian J, Jia H. Nurses’ ethical challenges caring for people with COVID-19: a qualitative study. Nurs Ethics. 2021;28(1):33–45.

6. Al-Kalaldeh M, Amro N, Qtait M, Alwawi A. Barriers to effective nurse-patient communication in the emergency department. Emerg Nurse. 2022;30(5).

7. Sanchez KMSN, CCRN-K RN, Winnie ACCNS-AG, Kathrine DNP, CCRN-K RN, de Haas-Rowland AGCNS-BC, Natalie MSN, RN, CCNS-CCRN-CSC-CMC. Establishing the Clinical Nurse Specialist Identity by Transforming Structures, Processes, and Outcomes. Clinical Nurse Specialist. 2019;33(3):117–22.

8. Breytenbach C, Ten Ham-Baloyi W, Jordan PJ. An Integrative Literature Review of evidence-based teaching strategies for nurse educators. Nurs Educ Perspect. 2017;38(4):193–7.

9. Kerr H, Donovan M, McSorley O. Evaluation of the role of the clinical nurse specialist in cancer care: an integrative literature review. Eur J Cancer Care (Engl) 2021;30(3):e13415.

10. Lee HJ, Kim DH, Na YJ, Kwon MR, Yoon HJ, Lee WJ, et al. Factors associated with HIV/AIDS-related stigma and discrimination by medical professionals in Korea: a survey of infectious disease specialists in Korea. Niger J Clin Pract. 2019;22(5):675–81.

11. Fulton JS, Mayo A, Walker J, Urden LD. Description of work processes used by clinical nurse specialists to improve patient outcomes. Nurs Outlook. 2019;67(5):511–22.

12. Vejdani M, Foji S, Jamili S, Salehabadi R, Adel A, Ebnehoseini Z, et al. Challenges faced by nurses while caring for COVID-19 patients: a qualitative study. J Educ Health Promot. 2021;10:423.

13. Fischer-Cartlidge E, Short K. Successful clinical nurse specialist recruitment: creating a Talent Pipeline. Clin Nurse Spec. 2023;37:20–5.

14. Maddalena V, Pendergast A, McGrath G. Quality improvement in curriculum development. Leadersh Health Serv (Bradf Engl) 2018;31(4):409–12.

15. Bloom DE, Cadarette D. Infectious disease threats in the twenty-first century: strengthening the global response. Front Immunol. 2019;10:549.

16. Alojaimy RS, Nakamura K, Al-Sobaihi S, Tashiro Y, Watanabe N, Seino K. Infection prevention and control standards and associated factors: Case study of the level of knowledge and practices among nurses in a Saudi Arabian hospital. J Prev Med Hyg. 2021;62(2):E501–7.

17. Staudt MD. The Multidisciplinary Team in Pain Management. Neurosurg Clin N Am. 2022;33(3):241–9.

18. Lotfi M, Zamanzadeh V, Valizadeh L, Khajehgoodari M. Assessment of nurse–patient communication and patient satisfaction from nursing care. Nurs Open. 2019;6(3):1189–96.

19. Burnett E. Effective infection prevention and control: the nurse’s role. Nurs Stand. 2018;33:68–72.

20. Kraft M, Kästel A, Eriksson H, Hedman AR. Global nursing a literature review in the field of education and practice. Nurs Open. 2017;4:122–33.

21. Fathabad HS, Yazdanpanah A, Hessam S, Chimeh EE, Aghlmand S. Organizational Justice and the shortage of nurses in Medical & Educational hospitals, in Urmia-2014. Glob J Health Sci. 2015;8(2):99–105.

22. Miraglia R, Asselin ME. Reflection as an educational strategy in nursing professional development: an integrative review. J Nurses Prof Dev. 2015;31(2):62–72.

23. Wang L, Qi N, Zhou Y, Zhang H. Prevention and infection control of COVID-19 in nursing homes: experience from China. Age Ageing. 2020;49(6):894–5.

24. Ruhe V, Boudreau JD. The 2011 program evaluation standards: a framework for quality in medical education programme evaluations. J Eval Clin Pract. 2013;19(5):925–32.

25. Benzian H, Greenspan JS, Barrow J, Hutter JW, Loomer PM, Stauf N, et al. A competency matrix for global oral health. J Dent Educ. 2015;79(4):353–61.

26. Mohr LD, Coke LA. Distinguishing the clinical nurse specialist from other graduate nursing roles. Clin Nurse Spec. 2018;32(3):139–51.

27. Turale S, Meechamnan C, Kunaviktikul W. Challenging times: Ethics, nursing, and the COVID-19 pandemic. Int Nurs Rev. 2020;67:164–7.

28. Mayo AM, Ray MM, Chamblee TB, Urden LD, Moody R. The Advanced Practice Clinical Nurse specialist. Nurs Adm Q. 2017;41:70–6.

29. Lopatina E, Donald F, DiCenso A, Martin-Misener R, Kilpatrick K, Bryant-Lukosius D, et al. Economic evaluation of nurse practitioner and clinical nurse specialist roles: a methodological review. Int J Nurs Stud. 2017;72:71–82.

30. Muraraneza C, Mtshali NG, Mukamana D. Issues and challenges of curriculum reform to competency-based curricula in Africa: a meta‐synthesis. Nurs Health Sci. 2017;19(1):5–12.

31. Zhao W, He L, Deng W, Zhu J, Su A, Zhang Y. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Med Educ. 2020;20(1):381.

32. Kim KM, Jeong JS, Park HR. Infection control nurse specialist education in Korea. Am J Infect Control. 2010;38:413–5.

33. Wang J, Liu F, Zhou M, Lee YF. Will the status of infection prevention and control (IPC) professionals be improved in the context of COVID-19? Am J Infec Control. 2020;48(6):729–30.

34. Lu H, Zhao Y, While A. Job satisfaction among hospital nurses: a literature review. Int J Stud Nurs. 2019;94:21–31.

35. Wu C, Yan J, Wu J, Wu P, Cheng F, Du L, et al. Development, reliability and validity of infectious disease specialist nurse’s core competence scale. BMC Nurs. 2021;20:231.

36. Cooper MA, McDowell J, Raeside L, ANP.–CNS Group The similarities and differences between advanced nurse practitioners and clinical nurse specialists. Br J Nurs. 2019;28:1308–14.

37. Christensen SS. Escape from the diffusion of responsibility: a review and guide for nurses. J Nurs Manag. 2019;27(2):264–70.

38. Kim HS. Outcomes-based curriculum development and student evaluation in nursing education. J Korean Acad Nurs. 2012;42(7):917–27.

39. Halcomb E, McInnes S, Williams A, Ashley C, James S, Fernandez R, et al. The experiences of primary healthcare nurses during the COVID-19 pandemic in Australia. J Nurs Scholarsh. 2020;52(5):553–63.

40. Gail C, Field KW, Simpson T, Bond EF. Clinical nurse specialists and nurse practitioners: complementary roles for infectious disease and infection control. Am J Infect Control. 2004;32:239–42.

41. Becker K, Hu Y, Biller-Andorno N. Infectious diseases - a global challenge. Int J Med Microbiol. 2006;296:179–85.

42. Burgener AM. Enhancing communication to improve patient safety and to increase patient satisfaction. Health Care Manag (Frederick) 2020;39(3):128–32.

43. Tuohy D. Effective intercultural communication in nursing. Nurs Stand. 2019;34(2):45–50.

44. Galanis P, Vraka I, Fragkou D, Bilali A, Kaitelidou D. Nurses’ burnout and associated risk factors during the COVID-19 pandemic: a systematic review and meta‐analysis. J Adv Nurs. 2021;77(8):3286–302.

Downloads

Published

2024-05-30

How to Cite

Dhuha Hassan Alanazi, Aljawharah Muflih Dughaylib Almutairi, Eman Khalaf Ghannam Alanazi, Latifah Mohammed Subh Alhazmi, Dalal Sager Bedaiwi Altarfawi, Alya Ahmed Aljabbab, … Fahad Hameed Abdullah Alrashdi. (2024). Nursing Education and Public Health Campaigns in Reducing Communicable Disease Transmission. International Journal of Computational and Experimental Science and Engineering, 10(4). https://doi.org/10.22399/ijcesen.4187

Issue

Section

Research Article