Papers by Joanne Costello
Journal of Vascular Nursing, Jun 1, 2015
Venous thromboembolism (VTE) is a major public health problem impacting 600,000 people and causin... more Venous thromboembolism (VTE) is a major public health problem impacting 600,000 people and causing 100,000 deaths annually. Nurses are in a unique position in all health care settings to educate patients and the public to prevent and provide early detection for this devastating complication. A dearth of information exists regarding the knowledge level of those affected. This manuscript presents a study that investigates and quantifies the general public's knowledge level of VTE through a 13-question survey of 325 participants. The results indicate that >70% of the general, nonmedical participants involved in the survey were not familiar with VTE. The findings suggest the need for nurses to consistently and systematically educate patients and the public about VTE to decrease morbidity and mortality.
Bookmarks Related papers MentionsView impact
Public Health Nursing, Sep 1, 2004
Nurses have the potential to promote the public's health through active involvement in shapin... more Nurses have the potential to promote the public's health through active involvement in shaping health and social policy. Preparing nursing students to influence public policy is a major component of the curriculum in public/community health nursing. A series of learning experiences was designed to engage students in this process. First, students participate in information sessions at the State Health Department and the State House. This provides them with opportunities to engage in dialogue with public health leaders as well as advocates from both professional organizations and community groups. Next, students identify the legislators who represent them in the community and write a narrative that describes the legislators' interest and commitment to health‐related legislation. Lastly, students work in clinical groups to analyze a public health problem that can be addressed through public policy interventions. This has led to the students testifying at legislative hearings and working with community groups involved with the issue. The students present their findings to their peers and to the wider college community. Through these learning experiences, students gain practical experience in understanding the political process that leads to important policy change. This in turn prepares them for their roles as professional nurses and involved citizens.
Bookmarks Related papers MentionsView impact
Journal of the Association of Nurses in AIDS Care, Sep 1, 2013
The Centers for Disease Control and Prevention (CDC) expanded HIV screening of adults ages 13-64 ... more The Centers for Disease Control and Prevention (CDC) expanded HIV screening of adults ages 13-64 years in 2006 from risk based to routine. Early detection and treatment improve patient outcomes and prevent disease transmission. This article describes a pilot program in which nurses in an adult inpatient unit at an acute care hospital offer HIV testing to all patients ages 18-64 upon admission through standing orders. The pilot, Standing Orders for Routine Testing (SORT), is a response to changes in state law and regulations in the majority of states including Rhode Island, which have occurred following the CDC policy change. The SORT pilot involves collaboration with interdisciplinary partners and education of unit nurses.
Bookmarks Related papers MentionsView impact
Public Health Nursing, 2004
Nurses have the potential to promote the public&a... more Nurses have the potential to promote the public's health through active involvement in shaping health and social policy. Preparing nursing students to influence public policy is a major component of the curriculum in public/community health nursing. A series of learning experiences was designed to engage students in this process. First, students participate in information sessions at the State Health Department and the State House. This provides them with opportunities to engage in dialogue with public health leaders as well as advocates from both professional organizations and community groups. Next, students identify the legislators who represent them in the community and write a narrative that describes the legislators' interest and commitment to health-related legislation. Lastly, students work in clinical groups to analyze a public health problem that can be addressed through public policy interventions. This has led to the students testifying at legislative hearings and working with community groups involved with the issue. The students present their findings to their peers and to the wider college community. Through these learning experiences, students gain practical experience in understanding the political process that leads to important policy change. This in turn prepares them for their roles as professional nurses and involved citizens.
Bookmarks Related papers MentionsView impact
Diabetes is a pervasive health problem with potentially devastating but preventable consequences.... more Diabetes is a pervasive health problem with potentially devastating but preventable consequences. Although technological advances and new treatments have resulted in great optimism for controlling the disease, research indicates that the challenges of diabetes self-management are overwhelming for many. One creative intervention which has beginning empirical support and which seems to be helping many living with diabetes to sustain management of the disease and quality of life is diabetes support groups. Nurse diabetes educators have been frequent facilitators in these groups, yet little is known about how these nurses perceive their role and the strategies they use as well as the kind of enhancers and barriers they experience in working with these groups. This study attempts to better understand this intervention through an exploration of: (1) the nurse\u27s perception and evolution of her role as facilitator; (2) the strategies used by nurse facilitators in the support group context; (3) the extent to which these strategies varied across individual and group settings; and (4) the enhancers and barriers that nurse facilitators experience in attempting to use these strategies in the context of a diabetes support group. This study used a descriptive exploratory design using in-depth individual interviews and a group interview. The facilitators interviewed described the facilitator role as involving four major aspects: (1) a philosophy of shared authority and group ownership; (2) a conception of diabetes as a highly complex disease interconnected with all aspects of one\u27s life; (3) a focus on quality of life; and (4) a recognition that perfectionism is neither possible nor desirable in managing diabetes. Strategy types identified by the nurse facilitators were: connecting; exchanging information; managing group dynamics; and promoting problem-solving. This research is critical to increasing understanding of the nature of nurse diabetes support group facilitator role and to contributing an inventory of strategies that nurses use in group settings with clients. Theory implications include that the descriptive model devised will increase the understanding of linkages between facilitator role, strategies, and outcomes. Research implications include the need for quantitatively testing facilitator strategies and linking support group participation with outcomes. In addition, exploring effective group strategies with vulnerable populations is important to decrease health disparities
Bookmarks Related papers MentionsView impact
ABSTRACT There is growing recognition that policies are important determinants of individual and ... more ABSTRACT There is growing recognition that policies are important determinants of individual and community health. Advocating for public policies that improve the health of populations and communities is a crucial nursing intervention. Likewise, preparing nursing students to influence policy is a critical component of nursing education. A series of learning activities was implemented to engage undergraduate nursing students in experiences designed to develop knowledge, skills, and attitudes required for political advocacy. However, the effect of these learning activities on political awareness and skills is not known. The purpose of this research is to describe changes in political astuteness after students have participated in the public policy learning activities. Approximately 400 students completed the Political Astuteness Inventory (PAI) prior to and after participating in the public policy learning activities. The PAI is a 40-item tool that takes about ten minutes to complete. Sample items include, I am registered to vote and I know the name of the state representative(s) from my district. Based on the total score, four levels of political astuteness are categorized (i.e., totally unaware politically; slightly more aware of the implications of politics on nursing; beginning political astuteness; and politically astute, asset to nursing). Political astuteness of students as measured by the PAI prior to and at completion of the public policy learning activities will be compared. The assessment of changes in political astuteness contributes to the evaluation of learning activities designed to prepare nurses for their role as political advocates.
Bookmarks Related papers MentionsView impact
ABSTRACT
Bookmarks Related papers MentionsView impact
Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses
National guidelines recommending a shift from risk-based to routine HIV testing for persons ages ... more National guidelines recommending a shift from risk-based to routine HIV testing for persons ages 13-64 are described. The role of nurses, particularly medical-surgical nurses, in increasing the number of people screened is discussed.
Bookmarks Related papers MentionsView impact
ABSTRACT Preparing nursing students to influence public policy with the goal of improving populat... more ABSTRACT Preparing nursing students to influence public policy with the goal of improving population health is a critical component of nursing education. Two of the nine Essentials of the American Association of Colleges of Nursing document, The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), are directly related to this critical component. Both Essential V (Healthcare Policy, Finance, and Regulatory Environments) and Essential VII (Clinical Prevention and Population Health for Optimizing Health) address this increasingly critical aspect of nursing education. Since 1998, undergraduate public health nursing faculty have implemented a group public policy project to engage students in population focused health policy activities. Over the past ten years, this assignment has evolved into an innovative capstone project. Public health nursing students are guided to think broadly about issues of public health, relate the issues to Healthy People 2010, and focus on disparities and social determinants of health status. Students have become intimately involved in learning activities including interviewing legislators and directors of community organizations, testifying before the state legislature, collaborating with grass roots coalitions, and organizing email/letter-writing campaigns. Some challenging and successful public policy projects will be highlighted including: gang violence, Medicaid Global Waiver, childhood obesity, lead poisoning, procuring alcohol for under aged drinkers, smoking in public places, fuel poverty, and window safety guards. This educational intervention has resulted in positive learning outcomes for undergraduate nursing students, given a voice to nursing in public policy issues in the state, and positively influenced health policy to promote population health.
Bookmarks Related papers MentionsView impact
Public Health Nursing, 2004
Nurses have the potential to promote the public&a... more Nurses have the potential to promote the public's health through active involvement in shaping health and social policy. Preparing nursing students to influence public policy is a major component of the curriculum in public/community health nursing. A series of learning experiences was designed to engage students in this process. First, students participate in information sessions at the State Health Department and the State House. This provides them with opportunities to engage in dialogue with public health leaders as well as advocates from both professional organizations and community groups. Next, students identify the legislators who represent them in the community and write a narrative that describes the legislators' interest and commitment to health-related legislation. Lastly, students work in clinical groups to analyze a public health problem that can be addressed through public policy interventions. This has led to the students testifying at legislative hearings and working with community groups involved with the issue. The students present their findings to their peers and to the wider college community. Through these learning experiences, students gain practical experience in understanding the political process that leads to important policy change. This in turn prepares them for their roles as professional nurses and involved citizens.
Bookmarks Related papers MentionsView impact
The Diabetes Educator, 2013
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
ABSTRACT
Bookmarks Related papers MentionsView impact
ABSTRACT
Bookmarks Related papers MentionsView impact
ABSTRACT
Bookmarks Related papers MentionsView impact
ABSTRACT
Bookmarks Related papers MentionsView impact
Preparing nursing students to influence public policy with the goal of improving population healt... more Preparing nursing students to influence public policy with the goal of improving population health is a critical component of nursing education. Two of the nine Essentials of the American Association of Colleges of Nursing document, The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), are directly related to this critical component. Both Essential V (Healthcare Policy, Finance, and Regulatory Environments) and Essential VII (Clinical Prevention and Population Health for Optimizing Health) address this increasingly critical aspect of nursing education. Since 1998, undergraduate public health nursing faculty have implemented a group public policy project to engage students in population focused health policy activities. Over the past ten years, this assignment has evolved into an innovative capstone project. Public health nursing students are guided to think broadly about issues of public health, relate the issues to Healthy People 2010, and focus ...
Bookmarks Related papers MentionsView impact
There is growing recognition that policies are important determinants of individual and community... more There is growing recognition that policies are important determinants of individual and community health. Advocating for public policies that improve the health of populations and communities is a crucial nursing intervention. Likewise, preparing nursing students to influence policy is a critical component of nursing education. A series of learning activities was implemented to engage undergraduate nursing students in experiences designed to develop knowledge, skills, and attitudes required for political advocacy. However, the effect of these learning activities on political awareness and skills is not known. The purpose of this research is to describe changes in political astuteness after students have participated in the public policy learning activities. Approximately 400 students completed the Political Astuteness Inventory (PAI) prior to and after participating in the public policy learning activities. The PAI is a 40-item tool that takes about ten minutes to complete. Sample i...
Bookmarks Related papers MentionsView impact
Journal of Vascular Nursing, 2015
Venous thromboembolism (VTE) is a major public health problem impacting 600,000 people and causin... more Venous thromboembolism (VTE) is a major public health problem impacting 600,000 people and causing 100,000 deaths annually. Nurses are in a unique position in all health care settings to educate patients and the public to prevent and provide early detection for this devastating complication. A dearth of information exists regarding the knowledge level of those affected. This manuscript presents a study that investigates and quantifies the general public's knowledge level of VTE through a 13-question survey of 325 participants. The results indicate that >70% of the general, nonmedical participants involved in the survey were not familiar with VTE. The findings suggest the need for nurses to consistently and systematically educate patients and the public about VTE to decrease morbidity and mortality.
Bookmarks Related papers MentionsView impact
Rhode Island medical journal (2013), 2013
Bookmarks Related papers MentionsView impact
Uploads
Papers by Joanne Costello