Enhancing Nursing Education through Mobile Health Clinics: Aligning AACN Core Competencies with Pediatric Clinical Experiences in Rural and Indigenous Communities

Aim: This study provides insights into student perceptions of a hands-on, interprofessional pediatric clinical experience within Montanas tribal communities through the Mobile Health Training Program (MHTP). Specifically, it explores how the MHTP aligns with AACN core competencies and evaluates the impact of these practical experiences on nursing students competencies and readiness. Background: A well-prepared nursing workforce is crucial for addressing the healthcare needs of rural, underserved, and Indigenous communities in the United States. Montana's Indigenous communities face significant systemic economic and social challenges that limit access to healthcare services and contribute to a disproportionate disease burden. Over the past two years, the MHTP at a land grant university in the western U.S. conducted preschool health screening clinics for children aged 0-5 at four partner Tribal nations in Montana. Design: This qualitative study captures and analyzes the experiences and perceptions of undergraduate nursing students participating in the MHTP at a land grant university in the western U.S. Data were collected through post-MHTP clinic surveys administered through Qualtrics, after the completion of each 2-3 day MHTP clinic. Methods: A total of 160 nursing undergraduate nursing students completed post-clinical surveys between September 2022 and May 2024. Using inductive and deductive coding approaches, survey responses were analyzed qualitatively to identify themes related to rural healthcare, culturally responsive care, exposure to diverse communities, and professional growth. Results: The MHTP experience was found to be valuable by 95% of students. Four main themes emerged: insight into rural healthcare, practicing culturally responsive care, exposure to diverse communities, and professional growth. American Indian/Alaska Native student perspectives highlighted the need for culturally reflective opportunities for all students. The MHTP effectively aligned with AACN competencies, enhancing skills in patient-centered care, cultural competence and humility, interprofessional collaboration, and systems-based practice. Conclusion: The MHTP represents a contemporary and practical model in nursing education by integrating mobile, immersive, and patient-focused clinical experiences, while also providing students an opportunity to engage with high priority communities. Students valued working with rural and Indigenous populations, recognizing the critical need for culturally responsive care and professional development. This study contributes to the limited literature on rural and Tribal clinical placements, highlighting the importance of balancing simulation with direct clinical practice. The MHTP effectively equips nursing students to navigate the complexities of healthcare systems in rural and underserved settings and advancing nursing education to address workforce needs in these areas.