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Developed a sexual health training module for atrisk teens as part of a field study project with Peer Health Exchange bacteria you can eat buy generic omnicef 300mg line. Note: 4th bullet incorporates sexual health Now antibiotic klebsiella purchase 300 mg omnicef with mastercard, take the bullets from your side of the "T antibiotics safe for dogs discount omnicef online visa, " and incorporate them into the second section of your cover letter antibiotic resistance environment order omnicef 300mg with mastercard. The third/final section of your cover letter may include comments that you would like the reader to know about you. Your name, street address, phone number, and email address should all be included. Include institution name, degree, specialty or major, and year (or expected date) for all your degrees. Dissertation or Thesis: Include the title, a brief description, and your advisor and committee names. For science fields, you might choose to describe research more fully in the Experience section and just list the dissertation/thesis title here. It is also possible to include a dissertation abstract-anywhere from two paragraphs to a few pages-in an addendum. Fellowship: this section can also be expanded to include grants, honors, and awards (but do not forget to label appropriately, i. Related Professional Experience: You can subdivide this section into several categories, such as Research Experience, Teaching Experience, Consulting, Fieldwork, Postdoctoral Work, etc. Teaching/Research Interests: If you are applying for a professorial or lecture position, this section should list the areas where you have strong specialized knowledge. For researchers, list areas where you have done solid work, published, or co-authored-or areas into which you wish to transition. You can include your teaching philosophy or research goals in detail in an addendum. Languages: List each of your languages and corresponding levels of proficiency, whether beginner, basic comprehension, intermediate reading and writing, conversant, fluent, native, or a combination of these. Papers and Lectures: this should include talks and papers you have presented at conferences and other events, with names, dates, and locations (for conferences/ meetings). Publications/Creative Work: List publications in the citation format appropriate for your field. This section can be subdivided into Journal Articles, Book Reviews, Monographs, Art Exhibits, Poems, Musical Performances, etc. If you choose to list works in progress, you should note their status as "submitted for publication. You have the option of listing the names of your professors, which is especially an asset if you have worked with leaders in the field. Additional Sections: Sections may include the following as well as others you find relevant to your academic career. When in doubt, ask a professor or colleague in your field for best practices and some examples. This can include certifications, specialized post-graduate courses, or technical training. Make sure the individuals you list are willing to be contacted and recommend you strongly. They may be used to delegate tasks to certain team members or to keep the project on the right track (44). Ultimately, project plans outline the details of the project to ensure that all components are completed by the target deadline (44). Components Project plans may vary somewhat, but there are four main aspects to address (45): What are the requirements for the project? Project plans include the following components (44, 45): Executive Summary. They delineate the schedule of the project through two major components: Tasks. While there is one overarching goal, tasks should be smaller, specific, measureable, achievable subgoals that lead to the overall goal. Whether weeks or years, realistic timeframes should be included to ensure timeliness and measure the status of project completion. In addition to tasks and timeframes, many Gantt Charts display delegated tasks to specific team members. The progress report is an interim report which describes activities undertaken to date, problems encountered, and actions taken to overcome them. It ends with a description of the remaining timeframe and steps, assigned responsibilities, or other reflections which need to be conveyed to managers or others who will read the report. You should be succinct in your report and avoid providing every detail of the project so as not to make the report too lengthy (46). Be sure to remain neutral (rather than too passive) in your writing, including being professional and direct with your recommendations. Structure In general, the structure of a project report should include the following components (46, 47). Consider using headings and subheadings, as they may help guide the reader throughout the report and emphasize important topics. Title, name of organization, name of author of the report or team implementing the project. An abstract should be around 150-200 words, while an Executive Summary is no longer than a single page. Be sure to emphasize the need for the project and summarize your purpose and the timeframe. Include information here about your strategy or approach, location, timing, pricing strategy or technology used, etc. Describe any significant barriers to completing the project and actions taken to overcome them. Report the results of the project, including quantitative results, financial performance, and whether the project achieved its goals and purpose. Include diagrams, figures, tables, and charts that succinctly illustrate the results. Demonstrate that you have a solid understanding of all factors of the project by drawing conclusions and reflecting on the level of success of the project. Describe what worked well, what lessons were learned for others who may tackle a similar issue. If appropriate, you may wish to also include recommendations for replication of the project or to expand or sustain the activities or partnerships started. If the project report is for an external audience, you should try to emphasize positive ways in which you overcame difficulties. If individual staff were a problem, this is generally not the place to raise such issues (a private email to the director, or better yet a phone call, is better). If the project involves elaborate diagrams or tables, particularly if they occupy more than half the page, place them in an appendix and refer the reader to them in the main text. Some reflections may address specific topics, while others address specific (and often personal) experiences. You may find reflections more challenging than other types of writing because it involves a more introspective approach to writing and some degree of self-awareness (49). A personal response, emotion, or reaction to new or previous experiences or information. Reflections are not just a regurgitation of course material or the simple retelling of a story. They involve profound integration of these experiences or opinions with new course theories and perspectives (48). While each instructor has different requirements for such writing assignments, below are some general guidelines on reflecting reflections. Examine how the situation or reaction relates to course material, theories, or concepts. Describe what has been learned from the reflection and how this knowledge can be applied moving forward.

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Mentoring programs are an important first step toward diversity antibiotics for uti in diabetics buy 300mg omnicef, but they do not directly address racial bias or the discrimination mentees may encounter in or from predominantly white institutions virus 38 purchase 300mg omnicef visa. Thus infection 4 months after c-section buy generic omnicef 300 mg on line, individual-focused programs need reinforcement from organizationally-based programs to antibiotics just in case purchase cheap omnicef line build a culture of diversity and inclusion across the institution, which may be defined as valuing diverse perspectives and backgrounds as an asset and making all participants feel engaged and respected. Communities of Practice While some communities are institutional or geographic, others are virtual. Over time, organizers hope that many connections made at these meetings will lead to increased citations of work presented there, as well as new collaborations among researchers with similar interests. Similarly, the AcademyHealth Disparities Interest Group has more than 800 members who conduct disparities research, present their work at the AcademyHealth Annual Research Meeting, are active in an online community, publish findings, and share information throughout the year. Diversity programs are driven not only by recognition of changing demographics, but also because the organizations value the variety of perspectives that diversity brings. These programs are driven not only by recognition of changing demographics, but also because the organizations value the variety of perspectives that diversity brings. Many of these diversity programs have been in place for several years, and most have dedicated websites, sponsor and produce events, and report publicly on their progress. AcademyHealth is currently evaluating its programs to find out more about their career impact and relationship to institutional culture changes. The organization is also seeking input on further changes fellows believe would support equity in promotions and improve retention rates at their respective institutions. As another example, the Finding Answers: Disparities Research for Change program has developed an equity self-assessment questionnaire for medical schools to help them identify concrete actions to address equity among students and faculty, with an additional goal of reducing health care disparities through advocacy and systems level changes. They are intended to advance health equity, improve [healthcare] quality, and help eliminate health disparities. However, the ramifications of such injustices play an important role in the overall health and well-being of many African American communities. There is a growing body of evidence that suggests implicit and often unconscious biases about minority patients lead white physicians to inadvertently provide poorer quality care to those patients. Thus, racism and discrimination are not always obvious either to an observer or even to the person making discriminatory judgments in a single incident or over time. Health disparities are also due to widespread but often subtle discrimination by white people against people of color, even against those who are well-educated and affluent. It requires that each school develop a learning environment in which "self-awareness, open-minded inquiry and assessment, and the ability to adopt to cultural differences" are defined and evaluated (see Appendix F). Its goal was to convene health, education, and business leaders and hold public hearings across the country to gather testimony about the lack of diversity in medicine, nursing, and dentistry as a means of addressing the growing body of evidence of health disparities. Over the same period of time that the health professions workforce community has been calling for more diversity, the health disparities research community has evolved through three stages: (1) making the case for disparities by documenting them; (2) determining reasons for the disparities; and (3) suggesting solutions for reducing or eliminating disparities through social action based on the available evidence. While research and the published literature are replete with evidence addressing the first two stages ­ detecting and understanding ­ there are far fewer examples of the development and deployment of effective interventions to reduce disparities. But the report also found strong evidence that racial bias, discrimination, stereotyping, and clinical uncertainty also play a role. Smedley, the Lived Experience of Race and Its Health Consequences, American Journal of Public Health, May 2012, Vol 102(5), p. In 2004, the Sullivan Commission on Diversity in the Healthcare Workforce also called for an increase in diversity of the health care and research workforce, noting that the workforce was not keeping pace with changing demographics and that access to a health professions career "remains largely separate and unequal. For example, mentoring is primarily an individualized approach to promoting diversity, and evidence shows that it is more effective when it is accompanied by organizational supports, such as multi-component programs involving community-building, public events, and policies for retention and promotion (see Accreditation Criteria for School of Public Health, 2011, Appendix F). Individuals create organizations in which there is differential access to goods, services, and opportunities based on race, creating "inherited disadvantages" which are codified into social structures, practices, and laws. Thus, institutionalized racism and structural factors in society perpetuate historical injustices. Jones called for a national conversation and design of interventions to eliminate the differences. Building on the work of Jones and others, Brian Smedley also proposed that racism operates at individualized, institutional, and structural levels. Thomas used the same theoretical underpinning when he proposed the fourth generation of health equity research (see Figure 1). As a transdisciplinary organization, AcademyHealth is actively looking for ways to continuously bridge multiple disciplines and constituencies. To help better address these systemic challenges, AcademyHealth invited a group of experts from inside and outside of its immediate community to advise on next steps. The imperative for diversity is not only to reflect the changing demographics in the U. This helps participants to visualize the relationships among evolving ideas as they emerge in discussions (see Figure 3). As a result of the scan, the scenarios focused on the key drivers shown in Table 1 below. In terms of external forces built into scenarios, planners reviewed current demographic and descriptive information about the U. The day began with a presentation of the four scenarios to the full group, and then participants met in two small groups with facilitators. Each small group considered two scenarios and then developed recommendations for what would need to happen in order to achieve diversity, considering the positive and challenging drivers of change embedded in their scenarios. After the groups reconvened as a whole and reported out to each other, the entire group worked to synthesize and agree on the recommendations presented in Figure 3. Subsequently, the authors and members of the Board and staff of AcademyHealth reviewed the recommendations and put them into more detailed and actionable statements. The scenarios also included shifts in demographic trends, including residential segregation, income and employment disparities, and health disparities to provide a larger context for discussion. Recommendations From the Diversity Roundtable AcademyHealth envisions working with these recommendations to develop a process to build and adopt a culture of diversity. It will begin with the AcademyHealth Board, senior leadership, and staff and will expand to include AcademyHealth Board, senior leadership, and staff and expanding to include AcademyHealth Interest Groups, organizational affiliates, and other partner organizations. Convene a racially/ethnically balanced AcademyHealth diversity and inclusion working group and provide it with visibility, resources, and support to develop diversity and inclusion policies and programs for AcademyHealth and the field. The group should include Board members and staff members at all levels of the organization. The working group should complete the review, develop the proposed strategy, and present it to the full Board by December 2015. Ask them to provide feedback to AcademyHealth about their experiences and any additional action steps they recommend, including successful experiences of other professional membership organizations. Begin a conversation with members and leaders of all Interest Groups about a core set of measures that would reflect diversity in all AcademyHealth activities and events. These measures would include representation in all leadership committees, other planning and advisory groups, and all professional development programs such as scholarships and fellowships. Develop an awards and certification program for achieving a diverse and inclusive health services and policy research workforce, based on existing best practices in the diversity field. As appropriate for individual institutions, criteria should include recruitment/retention of faculty and staff, research conducted, personnel policies, service activities, training, and awards and certification programs. Include language about diversity and inclusion in AcademyHealth guiding documents such as the strategic plan and annual operational goals, policy statements, calls for abstracts, and other communications. Ensure that graphic images reflecting diversity are used on websites and other reports and work products. Publicly recognize leaders from the AcademyHealth membership who make a contribution to diversity and inclusion through awards, published interviews and blogs on the website, and other means. For example, AcademyHealth could invite organizational affiliates to submit a summary of their diversity practices and successes and include these profiles in monthly partner e-mails. Create opportunities for meaningful discussion and engagement about what language is acceptable and appropriate for AcademyHealth and the field. Aim to use specific language that acknowledges racial/ethnic bias and the cumulative effects of discrimination, exclusion, and racism. Engage a variety of organizational leaders, including current and previous Board Members, Interest Group chairs, and others to become public champions for diversity and inclusion. Conduct a scan of diversity policies at undergraduate and graduate professional schools, as well as medical, nursing, pharmacy, and public health schools.

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The nature and strength of the relationships between variables such as these may be examined using linear models such as regression and correlation analysis good antibiotics for sinus infection purchase 300mg omnicef, two statistical techniques that antimicrobial 2013 best 300 mg omnicef, although related antibiotic resistant bacteria uti order omnicef us, serve different purposes antibiotics for acne treatment buy omnicef on line. Regression Regression analysis is helpful in assessing specific forms of the relationship between variables, and the ultimate objective when this method of analysis is employed usually is to predict or estimate the value of one variable corresponding to a given value of another variable. The ideas of regression were first elucidated by the English scientist Sir Francis Galton (1822­1911) in reports of his research on heredity-first in sweet peas and later in human stature. He described a tendency of adult offspring, having either short or tall parents, to revert back toward the average height of the general population. He first used the word reversion, and later regression, to refer to this phenomenon. Correlation Correlation analysis, on the other hand, is concerned with measuring the strength of the relationship between variables. When we compute measures of correlation from a set of data, we are interested in the degree of the correlation between variables. Again, the concepts and terminology of correlation analysis originated with Galton, who first used the word correlation in 1888. In this chapter our discussion is limited to the exploration of the linear relationship between two variables. The concepts and methods of regression are covered first, beginning in the next section. In the next chapter we consider the case where there is an interest in the relationships among three or more variables. Regression and correlation analysis are areas in which the speed and accuracy of a computer are most appreciated. The data for the exercises of this chapter, therefore, are presented in a way that makes them suitable for computer processing. As is always the case, the input requirements and output features of the particular programs and software packages to be used should be studied carefully. Based on the results of their analysis of the sample data, they are interested in reaching decisions about the population from which the sample is presumed to have been drawn. It is important, therefore, that the researchers understand the nature of the population in which they are interested. They should know enough about the population to be able either to construct a mathematical model for its representation or to determine if it reasonably fits 9. A researcher about to analyze a set of data by the methods of simple linear regression, for example, should be secure in the knowledge that the simple linear regression model is, at least, an approximate representation of the population. It is unlikely that the model will be a perfect portrait of the real situation, since this characteristic is seldom found in models of practical value. A model constructed so that it corresponds precisely with the details of the situation is usually too complex to yield any information of value. On the other hand, the results obtained from the analysis of data that have been forced into a model that does not fit are also worthless. Fortunately, however, a perfectly fitting model is not a requirement for obtaining useful results. Researchers, then, should be able to distinguish between the occasion when their chosen models and the data are sufficiently compatible for them to proceed and the case where their chosen model must be abandoned. Assumptions Underlying Simple Linear Regression In the simple linear regression model two variables, usually labeled X and Y, are of interest. The letter X is usually used to designate a variable referred to as the independent variable, since frequently it is controlled by the investigator; that is, values of X may be selected by the investigator and, corresponding to each preselected value of X, one or more values of another variable, labeled Y, are obtained. The variable, Y, accordingly, is called the dependent variable, and we speak of the regression of Y on X. In this model, X is referred to by some writers as a nonrandom variable and by others as a mathematical variable. It should be pointed out at this time that the statement of this assumption classifies our model as the classical regression model. Regression analysis also can be carried out on data in which X is a random variable. Since no measuring procedure is perfect, this means that the magnitude of the measurement error in X is negligible. For the usual inferential procedures of estimation and hypothesis testing to be valid, these subpopulations must be normally distributed. In order that these procedures may be presented it will be assumed that the Y values are normally distributed in the examples and exercises that follow. Geometrically, b0 and b1 represent the y-intercept and slope, respectively, of the line on which all of the means are assumed to lie. In other words, in drawing the sample, it is assumed that the values of Y chosen at one value of X in no way depend on the values of Y chosen at another value of X. These assumptions may be summarized by means of the following equation, which is called the simple linear regression model: y ј b0 ю b 1 x ю e (9. The variable designated by Y is sometimes called the response variable and X is sometimes called the predictor variable. In an effort to reach a decision regarding the likely form of this relationship, the researcher draws a sample from the population of interest and using the resulting data, computes a sample regression equation that forms the basis for reaching conclusions regarding the unknown population regression equation. Steps in Regression Analysis In the absence of extensive information regarding the nature of the variables of interest, a frequently employed strategy is to assume initially that they are linearly related. Determine whether or not the assumptions underlying a linear relationship are met in the data available for analysis. Evaluate the equation to obtain some idea of the strength of the relationship and the usefulness of the equation for predicting and estimating. If the data appear to conform satisfactorily to the linear model, use the equation obtained from the sample data to predict and to estimate. When we use the regression equation to predict, we will be predicting the value Y is likely to have when X has a given value. When we use the equation to estimate, we will be estimating the mean of the subpopulation of Y values assumed to exist at a given value of X. Note that the sample data used to obtain the regression equation consist of known values of both X and Y. When the equation is used to predict and to estimate Y, only the corresponding values of X will be known. We illustrate the steps involved in simple linear regression analysis by means of the following example. Their subjects were men between the ages of 18 and 42 years who were free from metabolic disease that would require treatment. This question is typical of those that can be answered by means of regression analysis. The variable waist measurement, knowledge of which will be used to make the predictions and estimations, is the independent variable. The points are plotted by assigning values of the independent variable X to the horizontal axis and values of the dependent variable Y to the vertical axis. The pattern made by the points plotted on the scatter diagram usually suggests the basic nature and strength of the relationship between two variables. These impressions suggest that the relationship between the two variables may be described by a straight line crossing the Yaxis below the origin and making approximately a 45-degree angle with the X-axis. It looks as if it would be simple to draw, freehand, through the data points the line that describes the relationship between X and Y. It is highly unlikely, however, that the lines drawn by any two people would be exactly the same. In other words, for every person drawing such a line by eye, or freehand, we would expect a slightly different line. The question then arises as to which line best describes the relationship between the two variables. Similarly, when judging which of two lines best describes the relationship, subjective evaluation is liable to the same deficiencies. What is needed for obtaining the desired line is some method that is not fraught with these difficulties. The Least-Squares Line the method commonly employed for obtaining the desired line is known as the method of least squares, and the resulting line is called the least-squares line.

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In response to antimicrobial news omnicef 300 mg without a prescription the need to antibiotic resistance threat purchase omnicef with visa improve the health of our nation by creating a Culture of Health virus biology discount omnicef 300mg without prescription, and reflecting the importance of nursing in the health care system and in community health infection 7 weeks after c section discount omnicef online master card, the Robert Wood Johnson Foundation produced the paper Catalysts for Change: Harnessing the Power of Nurses to Build Population Health in the 21st Century. The Catalysts paper contended that nursing must move beyond the individualistic, downstream approach of traditional medical care, to rather view individuals and families in the context of their environment and assess "how their community affects them. The first method was a survey of a convenience sample of practice leaders and faculty in nursing, public health, and social work. The second method included in-depth interviews with 26 nursing and public health leaders recommended in the survey results. The third method consisted of site visits to 4 Nursing Education and the Path to Population Health Improvement six schools of nursing with exemplary educational programs in population health, as identified by survey respondents and interviewees. The survey was designed to address the following questions: What are the core concepts and skills in public and population health. What are the most effective methods for teaching population health knowledge and skills to nurses? What are the most significant benefits and challenges to teaching population health concepts and skills to nurses? The resulting instrument contained 26 questions and was estimated to take approximately 15 minutes to complete (Appendix A). Requests to participate were sent to 113 people, with an invitation email from Susan B. The survey was sent on April 10, 2018, and three reminders were sent to non-respondents. The survey closed on April 30, 2018, with 66 respondents, for a response rate of 58 percent. Interviews were designed to be conducted by phone and take approximately 60 minutes. Potential participants were sent an email from Reinhard and Hassmiller, with follow-up phone calls and emails to schedule the interview. Each interviewee received $200 as an Nursing Education and the Path to Population Health Improvement 5 incentive for their participation. The interviews were tailored to solicit perspectives of educators and health care leaders on what nurses needed to know in population health and how it could best be taught. Key content and areas of focus, specific subject matter, skills, and core courses to include. Teaching methods, clinical experiences and learning activities, interactions with other health professionals, and other health professions students that should be included. Suggestions to enhance effectiveness in teaching population health to nursing students. The team then scheduled oneand-a-half-day site visits with each program to collect additional data on curricular initiatives, practice experiences, administrative support for the educational initiatives, as well as student perspectives on the curricula. Similar questions and topic areas were explored during all three phases of the study. The study was designed to increase-with each method of data collection-the depth and complexity of the responses. The findings are divided into the following organizing themes: 1) Key content including core concepts and skills for population health; 2) teaching methods; 3) benefits and challenges to incorporating population health in nursing curricula; and 4) identification and measurement of student competencies. For non-nurse respondents, the survey questions did not include details about the degrees earned and the level of nursing education. The key benefit was identified as meeting the health care system requirements (95. The relevance to job opportunities for graduates was identified as important by 60. Additional benefits were identified as helping to focus efforts on health rather than illness care and staying ahead of the changes in health care. Respondents also named as challenges the availability of appropriate clinical experiences (50 percent) and support of current faculty (42. Note: For this, the lower the number, the higher the importance of the measure (1 is "very important"). The most important measure of student competency was "valid and reliable end-of-program population health competency assessment. The findings from these interviews are provided using the same four organizing themes described in the survey findings above. Respondent Characteristics Interviewees included 15 leaders (six nursing, four public health, two population health, one medicine, and two public health nursing) and 11 nurse educators. They represented a variety of organizations- including national nursing associations and councils; large health care systems; the Centers for Nursing Education and the Path to Population Health Improvement 13 Disease Control and Prevention; a national accreditation board; universities; and medical schools. Key Content Interviewees agreed that population health content and related skills should be taught at both the graduate and undergraduate levels. Participants also agreed that nursing curricula related to population health would contribute to improved health outcomes for both the community at large and for individual patients, and be beneficial to schools and their nursing students. Key content areas identified by respondents in teaching population health included the social determinants of health; systems thinking; data competency; development of interventions to address population problems; and collaboration and partnership across interdisciplinary health care teams and with community partners. Within these broad areas of focus, participants identified a long list of specific topics and skills. At all schools, population health content was interwoven throughout the curriculum. A number of schools, particularly those with graduate level programs, also offered specific courses related to population health. In an ideal population health nursing program, faculty would have a population health mindset and approach, as well as real-world experience with community health, population health, public health, or working in some way with the social determinants of health. They would also have leadership skills, "boundary-spanning ability, " and strong data analytic skills. Even in the classroom, learning should be active rather than passive and students should be actively engaged through small group discussion, role-playing, tabletop exercises, case studies, etc. Experiential learning is a critically important component of a population health program. Students learn by doing, and must go into the community to apply the population health concepts they learn in the classroom to real-life situations. Participants emphasized that it is necessary to be flexible and creative when identifying appropriate sites for clinical experiences, and they suggested a variety of types of sites and community settings, beyond hospitals. Interprofessional education, in which nursing students regularly interact with other health professions students, was also considered desirable and valuable. Some cited as reasons for satisfaction strong faculty and leadership and positive student learning outcomes. Others described their program as "a work in progress" or, in the case of community colleges, wished that they had more room in their crowded curriculum for additional population health content. Nursing Education and the Path to Population Health Improvement According to participants, there are a number of potential challenges related to offering a population health nursing program. In general, perceived challenges related to an overall lack of awareness, understanding, and prioritization of population health in general-as well as to the logistics of offering a population health program. Specifically, participants mentioned: Difficulty changing the status quo as it relates to teaching nursing. Competing priorities and lack of awareness, understanding, and prioritization of population health content by administrators, faculty, and students. Lack of qualified faculty to teach population health and requirement that nursing faculty be nurses themselves. Difficulty finding appropriate sites for clinical placements and restrictive related rules and licensing requirements. Participants offered a number of suggestions to overcome these challenges and enhance effectiveness in teaching population health to nursing students: Provide professional development to existing faculty-webinars, expert presentations, roundtable discussions. Develop resources, materials, and a toolkit to help educators develop or expand their population health curriculum-include suggested curriculum and core content; ways to embed content in existing courses; specific assignments; examples of clinical sites; best practices and advice. Offer online forums, bulletin boards, or other convenient means to interact with nurse faculty or administrators teaching population health across the country. Broaden the definition of approved sites for clinical rotations and what counts as clinical hours. Provide population health-related professional development opportunities and additional schooling to licensed, practicing nurses. Begin teaching population health concepts early in the nursing curriculum, addressing basic population health concepts and skills. Expand opportunities for experiential learning and interprofessional education and interaction.

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