Abstract
Summary of the paper
In this paper, the design and application of a new placement in community health nursing is discussed. This paper’s process is three-fold and is evidence- and research-based:
a. The purpose and objectives of the proposed placement were formed to cover current national priorities in community health,
b. The design followed the seven steps of Project-Based Learning model (PjBL) (Jalinus et al., 2017).
c. The application was accompanied by evaluation of the programme’s outcome through survey.
This paper presents the systematic creation and evaluation of a new community-centred, health promotion project-based placement that elicited high satisfaction scores among participating nursing students.
Connection to nursing theory, practice and research
Nursing programmes are constantly evolving in response to research findings and the demands of contemporary clinical practice. The first major shift witnessed nursing entering third level education from the hospital-based apprenticeship model. Third level education equipped nurses to better develop critical skills and advance towards more autonomous roles providing holistic and autonomous care. These advanced roles and duties require specialised curriculum and updated standards, in which nursing is constantly increasing their activities and output.
In today’s healthcare environment, characterised by increasing patient acuity, rapid technological advancement, and ongoing workforce pressures, curricula must remain dynamic to ensure that nurses are prepared to deliver safe, evidence‑based care. Consequently, nursing curricula integrate research and evidence into its design and implementation to equip the nurse practitioners for modern nursing. Research in nursing education is active in providing various educational methods, for example in simulation (Brewer, 2011; Moloney et al., 2022) and tools, for example, concept maps for curriculum assessment efficiency (Chatzi and Kourousis, 2023; Chatzi & McNamara, 2025).
Considering recent advancements in nursing education, it is reassuring to see new papers like this that apply an evidence‑based approach to curriculum development and rigorously evaluate outcomes with students. The use of theoretically grounded models and robust, research-based evaluation methods strengthens the quality of nursing education and contributes to the advancement of nursing research. In particular, quantitative methods need to be further strengthened and promoted within nursing research (Chatzi, 2025); therefore, it is encouraging to see a quantitative approach used in the evaluation of this new curriculum.
Practical implications
The nursing profession is undergoing significant transformation worldwide with new autonomous and specialised roles while, at the same time, it is facing several challenges (i.e. occupational shortage). One strategic approach to addressing these issues involves the systematic revision and adaptation of nursing curricula. The application of research‑informed educational processes and models establishes a robust foundation for the development of advanced curricula and programmes. These, in turn, offer contemporary knowledge and foster the enhancement of students’ cognitive processes across theoretical instruction, practical training, and clinical experience. It is through experimentation and evidence-based protocols, that this systematic approach forges the way forward.
When engaging in such systematic work, nurses also benefit by enhancing their own research capabilities and output. Nursing academic output is currently growing exponentially; however, review papers outnumber original research projects (Holmberg, 2025). New knowledge is generated through original research, and for the nursing discipline, it is essential that professional advancement is grounded in such research‑based practice. Consequently, the development, dissemination, and utilisation of original research in nursing must be actively promoted and supported.
Moreover, research activity strengthens interdisciplinary transfer of knowledge and collaboration with related fields such as education, engineering, and the social sciences. Such collaboration not only facilitates the exchange of methodological expertise and innovative perspectives but also contributes to the development of integrated approaches that address complex healthcare challenges. In this way, research engagement both enriches the nursing profession and enhances its capacity to contribute meaningfully to broader scientific and societal advancements.
Taking these practical implications into account, this paper offers a research- and evidence-based systematic approach to addressing them. It is my hope that future scholarship will continue to adopt similarly rigorous and structured methods.
