School nurses take lead on FGM

Female genital mutilation is now recognised as an important public health issue in the UK, requiring action from nurses and midwives. School nurses in particular are being enlisted to identify and support girls at risk of FGM, and help teachers have the confidence to intervene. Every nurse needs to know how to support women living with the consequences of FGM.

Performance-Enhancing Drugs and the High School Athlete

A performance-enhancing drug (PED) is any substance that is used to increase muscle mass, dull pain, reduce weight, or ease stress. The use of PEDs is a growing concern among adolescents, due in part to the pressures to perform, the influence of professional role models, and a general lack of education about the dangers of these substances. Use of performance enhancers has been identified in middle school as well as high school age students. This article details the school nurse's role in identifying youth who are using a PED, providing education for students and families, and referring for treatment if needed. Although PED use is not as prevalent as use of other illicit drugs, PEDs still pose a threat to adolescent physical and mental health. Discussion about PED use can open the door to discussion about use of other substances.

The Patient Protection and Affordable Care Act - The Role of the School Nurse: Position Statement

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as the school nurse) serves a vital role in the delivery of health care to our nation’s students within the health care system reshaped by the Patient Protection and Affordable Care Act of 2010, commonly known as the Affordable Care Act (ACA). This law presents an opportunity to transform the health care system through three primary goals: expanding access, improving quality, and reducing cost (U.S. Government Printing Office, 2010). School nurses stand at the forefront of this system change and continue to provide evidence-based, quality interventions and preventive care that, according to recent studies, actually save health care dollars (Wang et al., 2014). NASN supports the concept that school nursing services receive the same financial parity as other health care providers to improve overall health outcomes, including insurance reimbursement for services provided to students.

Recognizing diabetes in children: what does it look like?

Both type 1 diabetes and type 2 diabetes are on the rise in children. School nurses should be familiar with these conditions and have an understanding of who is more likely to be affected, what the presenting symptoms are, and how to support the student, family, and school personnel when a diagnosis is made. This article serves as a reference for school nurses and highlights key resources freely available for their use.

Changing the tide: stigma, school youth, and mental illness

Schools are in a key position not only to identify mental health concerns early but to address issues of stigma that prevent both children and their parents from seeking help with mental illness. Stigma associated with mental illness perpetuates isolative behavior and poor engagement within the academic community. Programs within schools that address mental health issues and support open communication with families can reduce the pain and isolation that is often the experience of youth with undiagnosed and untreated mental and emotional disorders.

Leukemia in children: getting back to school-part 1

Cancer is the leading cause of death by disease past infancy. In 2014, nearly 16,000 children and adolescents 0 to 19 years of age will be diagnosed with cancer in the United States. More than 80% of those children will survive at least 5 years after their diagnosis. Much of the increase in survival has been seen in children diagnosed with acute lymphoblastic leukemia (ALL). Once cancer treatment ends, the real battle begins. Getting back to school helps cancer patients return to normal. Part 1 is a brief review of the diagnosis, prognosis, and treatment of ALL in children and adolescents with an introduction to Philadelphia chromosome positive ALL and is written in language that makes it ideal for use in teaching school personnel and other parents about ALL. Part 2 is a reflection of Abby Furco's transition to school after being diagnosed with this type of leukemia at 4 1/2 years of age. The accommodations and strategies employed for this student are likely to be useful and adaptable to assist other families and school communities as they work with children entering school with physical challenges.

The use of restraints or seclusion in the school setting

It is the position of National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is an essential advocate for the health and well-being of all students. Promoting a safe and secure environment is vital to the educational success and emotional development of children. The use of restraints or seclusion can potentially cause injury or death and therefore should be used only as a brief intervention where there is the risk of imminent danger to the child, staff, or classmates (Mohr, LeBel, O’Halloran, & Preustch, 2010; United States Department of Education [USDE], 2012).

Students requiring personal nursing care in school: nursing care models and a checklist for school nurses

Unprecedented numbers of children in the United States are now surviving extreme conditions and complications of prematurity, severe congenital anomalies, and significant birth trauma. Advances in medical science and technology have given rise to a marked increase in the population of children with special health care needs who require continuous nursing care, including at school. Students who are considered medically complex and/or are health technology-dependent present many rewards and challenges for families, educational staff, district administrators, and school nurses who may not feel prepared to integrate involved health care for students into the school setting. The purpose of this article is to describe care delivery models for success in providing for the health and safety needs of students who require continuous or personal nursing care at school.

IEP, IHP, and Section 504 Primer for New School Nurses

Three types of documents and their frequently used acronyms play a vital role in ensuring that students with disabilities have the planning, services, and accommodations necessary to facilitate attendance and success in the school setting. Federal and state laws, as well as state nurse practice acts, govern the process and eligibility of students for these services. School nurses play a vital role in these processes, and new school nurses benefit from a comparison of the terms along with a historical explanation of the acronyms.

Is It PANS, CANS, or PANDAS? Neuropsychiatric Pediatric Disorders That Are Not Black and White--Implications for the School Nurse

The terms pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS), pediatric acute-onset neuropsychiatric syndrome (PANS), and childhood acute neuropsychiatric symptoms (CANS) have all been used to describe certain acute onset neuropsychiatric pediatric disorders. Additionally, controversy is ongoing concerning the diagnosis and etiology of the disorders. The school nurse, as a member of a multidisciplinary team, benefits from an awareness of these disorders, the resulting impact on school performance, and the recommended treatment. The school nurse assists the team through the development of an Individualized Healthcare Plan to help the student to achieve success in school.

Transition planning for students with chronic health conditions

It is the position of the National Association of School Nurses that all children with chronic health conditions should receive coordinated and deliberate transition planning to maximize lifelong functioning and wellbeing. Transition planning refers to a coordinated set of activities to assist students with chronic health conditions to begin in school, and then move from one school to another, from hospitalization back to school, and from the secondary school system into the next stage of life (Selekman, Bocheneck, & Lukens, 2013). The registered professional school nurse (hereinafter referred to as school nurse) has the perspective and skills to provide care coordination and lead the planning team to address transitions for students with chronic health conditions.