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Merkle SL, Ingels J, Jung D, Welton M, Tanner A, Buchanan S, Lee S. Reported Impact of COVID-19 Workload and Stressors on School Nurses' Provision of Care During the 2021-2022 School Year: A Secondary Analysis of U.S. School Nurse Survey Data. J Sch Nurs 2024; 40:523-535. [PMID: 38706172 PMCID: PMC11387128 DOI: 10.1177/10598405241248429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/07/2024] Open
Abstract
Many school nurses experienced increased work burden and stress during the COVID-19 pandemic. This analysis examined data from a Centers for Disease Control and Prevention cross-sectional, nationwide survey of school nurses in March 2022 to examine associations between school nurses' ability to conduct their core responsibilities and selected nurse and school factors among school nurses during the 2021-2022 school year and COVID-19 pandemic. Perceived adequate staffing and financial compensation reduced the odds of reported difficulties across all core school nursing tasks. Nurses without a registered nurse license and with higher caseloads were more likely to report difficulty in implementing specific tasks. The impact of these factors varied, with inadequate financial compensation having the largest association with school nurses' difficulty implementing all the core responsibilities. The study results improve our understanding of school nurses' challenges in implementing core school nursing responsibilities during the COVID-19 pandemic in the 2021-2022 school year.
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Affiliation(s)
- Sarah L Merkle
- National Center for Environmental Health, CDC, Atlanta, GA, USA
- College of Public Health, University of Georgia, Athens, GA, USA
| | - Justin Ingels
- College of Public Health, University of Georgia, Athens, GA, USA
| | - Daniel Jung
- College of Public Health, University of Georgia, Athens, GA, USA
| | | | - Andrea Tanner
- National Association of School Nurses, Silver Spring, MD, USA
| | | | - Sarah Lee
- National Center for Chronic Disease Prevention and Health Promotion/Division of Adolescent and School Health, CDC, Atlanta, GA, USA
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2
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Johnson KE, Thurman W, Hoskote A, Preston A, Rew L, Maughan ED. School Nurse Staffing in Texas Alternative High Schools: A Mixed Methods Exploration. J Sch Nurs 2024; 40:491-503. [PMID: 36237131 PMCID: PMC10097838 DOI: 10.1177/10598405221126178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
School nurses represent cost-effective investments in students' health and educational success. Alternative high schools (AHSs) serve an understudied population of youth who are at risk for school dropout and face numerous social inequities, heightening their risk for poor health outcomes. In this two-phase explanatory sequential mixed methods study, we examined school nurse staffing in Texas AHSs. Findings suggest Texas AHSs face understaffing for familiar reasons common across districts (e.g., lack of funding), but also reveal potential deeper inequities. Quantitative findings indicate 71% of Texas AHSs have some form of nursing support, most often an on-call or part-time nurse. Qualitative findings support and enrich this finding with insights into the negative consequences of not having a full-time nurse, indiscriminate approaches to staffing AHSs, and how AHSs can be the only school in the district without a full-time nurse. Altogether, our findings reveal opportunities to better support AHSs with adequate nursing support.
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Affiliation(s)
- Karen E. Johnson
- The University of Texas at Austin School of Nursing, Austin, TX, USA
| | - Whitney Thurman
- The University of Texas at Austin School of Nursing, Austin, TX, USA
| | - Ashwini Hoskote
- The University of Texas at Austin School of Nursing, Austin, TX, USA
| | - Angela Preston
- The University of Texas at Austin School of Nursing, Austin, TX, USA
| | - Lynn Rew
- The University of Texas at Austin School of Nursing, Austin, TX, USA
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3
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Uhm JY. Knowledge of and attitude toward diabetes care as predictors of school nurses' partnership with parents: A cross-sectional study. NURSE EDUCATION TODAY 2024; 143:106378. [PMID: 39241489 DOI: 10.1016/j.nedt.2024.106378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2024] [Revised: 08/20/2024] [Accepted: 08/27/2024] [Indexed: 09/09/2024]
Abstract
BACKGROUND Collaboration between parents and school nurses is important for effective healthcare in schools. This study focuses on the competency of school nurses, which encompasses their knowledge and self-efficacy in diabetes care, and investigates how these factors, along with workload, influence healthcare partnerships in schools. However, it is unknown whether school nurses' knowledge and self-efficacy about diabetes care, as well as their workload, affect school healthcare partnerships concerning children with type 1 diabetes. AIM This study aimed to investigate the impact of school nurses' self-efficacy, knowledge, attitude, and role overload on healthcare partnerships with parents of children with type 1 diabetes in schools. DESIGN A cross-sectional, descriptive design. SETTING AND PARTICIPANTS Between December 2023 and January 2024 in South Korea, 142 elementary- and middle-school nurses participated in this study. METHODS School healthcare partnership, self-efficacy in diabetes education, knowledge of and attitude toward school healthcare for type 1 diabetes, and the role-overload scale were utilized in the analysis. Data were analyzed using multiple regression. RESULTS Knowledge of school healthcare (β = 0.34, p < .001) and attitude toward it (β = 0.29 p = .001) for type 1 diabetes, as well as the grade level of the current employing school (β = -0.15, p = .039) were predictors of school healthcare partnerships. These three variables explained 30.3 % of the total variance in school healthcare partnerships (F = 21.44, p < .001). CONCLUSIONS Knowledge of school healthcare and attitudes toward it for type 1 diabetes were identified as factors in school nurses' school healthcare partnerships. Therefore, interventions to strengthen school nurses' competencies should be developed to improve school healthcare partnerships.
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Affiliation(s)
- Ju-Yeon Uhm
- Department of Nursing, Pukyong National University, Busan 48513, South Korea.
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McCabe EM, Kaskoun JR, Strauss SM. School Nurses as Vital Members of 504 and Individualized Educational Program Teams: Do District-Level Policies Make a Difference in School Nurses' Involvement? Policy Polit Nurs Pract 2021; 22:191-200. [PMID: 33888019 DOI: 10.1177/15271544211011959] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
In 2019, 10 to 20 million school-aged youth were identified as having a chronic health condition or disability. However, little is known about U.S. school district policies on school nurses' participation in Individualized Educational Program (IEP) and Section 504 teams to support these youth. Using nationally representative district-level data from the 2016 School Health Policies and Practices Study, we examined whether U.S. school districts have policies on school nurse participation in IEP and 504 development. In addition, we examined the relationship between having such policies and policies on (a) creating and maintaining school teams to assist students with disabilities and (b) the participation of other essential school staff in IEP and 504 development. Among districts with policies regarding school nurse participation in IEP development versus those that did not, a significantly greater proportion had policies on student support teams and counselors' participation on IEP teams (79.2% vs. 44.4%, p < .001, and 98.7% vs. 56.2%, p < .001, respectively). In addition, among districts with policies on school nurse participation in 504 development versus those that did not, a significantly greater proportion also had policies on support teams and counselors' participation on 504 teams (77.5% vs. 43.1%, p < .001, and 97.2% vs. 50.7%, p < .001, respectively). We also examine regional and locale differences in these policies. Findings encourage discussion on student support teams' role in school districts for students with chronic health conditions and disabilities, how school nurses can be essential team members, and better coordination of student care to promote children who are engaged, healthy, and supported within the school community.
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Affiliation(s)
- Ellen M McCabe
- Hunter Bellevue School of Nursing, Hunter College, New York, New York, United States
| | - Jeannine R Kaskoun
- Graduate Center, City University of New York, New York, New York, United States
- Baldwin School of Nursing, Siena College, Loudonville, New York, United States
| | - Shiela M Strauss
- Hunter Bellevue School of Nursing, Hunter College, New York, New York, United States
- Rory Meyers College of Nursing, New York University, New York, United States
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McKinley Yoder C, Cantrell MA, Hinkle JL. Explaining the Variability in School Nurse Workload and Educational Outcomes. West J Nurs Res 2021; 44:822-829. [PMID: 34010068 DOI: 10.1177/01939459211017907] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records (N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6-.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.
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Affiliation(s)
| | - Mary Ann Cantrell
- M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA, USA
| | - Janice L Hinkle
- M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA, USA
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Schroeder K, Young A, Adman G, Ashmeade AM, Bonas E, Day SE, Konty K. The Association of School Nurse Workload With Student Health and Academic Outcomes: A Cross-Sectional Study. J Sch Nurs 2021:10598405211012957. [PMID: 33906489 DOI: 10.1177/10598405211012957] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
This study assessed associations between school nurse workload and student health and academic outcomes. We hypothesized that lower school nurse workload would be associated with better student outcomes, with associations being greater for members of groups who experience health disparities. Our methods entailed secondary analysis of data for New York City school students in kindergarten through 12th grade during 2015-2016 (N = 1,080,923), using multilevel multivariate regression as the analytic approach. Results demonstrated lower school nurse workload was associated with better outcomes for student participation in asthma education but not chronic absenteeism, early dismissals, health office visits, immunization compliance, academic achievement, or overweight/obesity. Our findings suggest school nurses may influence proximal outcomes, such as participation in disease-related education, more easily than downstream outcomes, such as absenteeism or obesity. While contrary to our hypotheses, results align with the fact that school nurses deliver community-based, population health-focused care that is inherently complex, multilevel, and directly impacted by social determinants of health. Future research should explore school nurses' perspectives on what factors influence their workload and how they can best impact student outcomes.
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Affiliation(s)
- Krista Schroeder
- Department of Nursing, 16043Temple University College of Public Health, Philadelphia, PA, USA
| | - Ally Young
- Department of Nursing, 16043Temple University College of Public Health, Philadelphia, PA, USA
| | - Gail Adman
- 5939New York City Department of Health and Mental Hygiene, Office of School Health, Long Island City, NY, USA
| | - Ann Marie Ashmeade
- 5939New York City Department of Health and Mental Hygiene, Office of School Health, Long Island City, NY, USA
| | - Estherlyn Bonas
- 5939New York City Department of Health and Mental Hygiene, Office of School Health, Long Island City, NY, USA
| | - Sophia E Day
- 5939New York City Department of Health and Mental Hygiene, Office of School Health, Long Island City, NY, USA
| | - Kevin Konty
- 5939New York City Department of Health and Mental Hygiene, Office of School Health, Long Island City, NY, USA
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McKinley Yoder C, Cantrell MA, Hinkle JL. Primary school classmate characteristics and school nursing predicting graduation from high school. Public Health Nurs 2021; 38:760-769. [PMID: 33748993 DOI: 10.1111/phn.12896] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 02/23/2021] [Accepted: 02/27/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVES To examine how primary school context variables, such as total students in the school, students with disability, and aspects of school nurse workload, predict later educational outcomes of high school attendance, being on-track to graduate, and graduation. METHODS This secondary analysis of 3,782 student records from 2008 to 2018 was conducted using United States public-school district data. RESULTS Classmate attendance in fifth-grade predicted being on-track to graduate (adjusted odds ratio [AOR] = 1.42 [95% confidence interval [CI] = 1.27, 1.60]) and graduation (AOR = 1.14 [95% CI = 1.03, 1.26]). School nurse workload aspects affected being on-track to graduate: (low-income students per school nurse [AOR = 0.77 [95% CI = 0.70, 0.85]; total students per school nurse [AOR = 1.3 [1.18, 1.44]) and graduation (low-income students per school nurse [AOR = 0.82 [95% CI = 0.75, 0.90]; total students per school nurse [AOR = 1.4 [1.26, 1.57]). CONCLUSION Characteristics of the school population such as classmate attendance and students with limited resources per school nurse are areas for future interventions as they affect student educational outcomes and lifelong health.
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Affiliation(s)
| | - Mary Ann Cantrell
- M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA, USA
| | - Janice L Hinkle
- M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, PA, USA
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8
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Jameson BE, Anderson LS, Endsley P. Identification of Workload Measurement Indicators for School Nursing Practice. J Sch Nurs 2020; 38:287-298. [PMID: 32762397 DOI: 10.1177/1059840520946833] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Many school districts rely on caseload or student to school nurse ratios that are not grounded in evidence-based research. There is a need for a comprehensive workload instrument to describe the work of school nurses that incorporates the complexities of the role and includes acuity, care processes, and social determinants of health. The purpose of this qualitative study was to identify workload activities from a previous Delphi study that can be empirically measured as items for a workload instrument. A nationally representative sample of 27 school nurses participated in four focus groups, describing activities important to the measurement of workload. Focus group input resulted in identification and confirmation of workload activities that impact school nurse workload. Use of the National Association of School Nurses' Framework for 21st Century School Nursing Practice™ was integral in capturing gaps and important workload activities for a potential workload instrument.
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Affiliation(s)
- Beth E Jameson
- College of Nursing, Seton Hall University, Interprofessional Health Sciences Campus, Nutley, NJ, USA
| | | | - Patricia Endsley
- Wells-Ogunquit Community School District, Wells High School, ME, USA
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Shin EM, Roh YS. A School Nurse Competency Framework for Continuing Education. Healthcare (Basel) 2020; 8:healthcare8030246. [PMID: 32751550 PMCID: PMC7551344 DOI: 10.3390/healthcare8030246] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 07/28/2020] [Accepted: 07/29/2020] [Indexed: 12/14/2022] Open
Abstract
Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-centered care; (2) communicate and collaborate with students, teaching staff, and community resources; (3) think critically for evidence-based practice; (4) implement school health services and programs; (5) integrate legal and ethical nursing practice, and (6) conduct health education. Conclusion: It is necessary to develop and implement continuing education programs for school nurses based on the training needs and competency indicators identified in this study.
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Affiliation(s)
- Eun Mi Shin
- Hwagok Health Management High School, Seoul 07638, Korea;
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro Dongjak-gu, Seoul 06974, Korea
- Correspondence: ; Tel.: +82-2-820-5978; Fax: +82-2-824-7961
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10
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Morse BL, Anderson L, Combe LG, Delack S, Ondeck L, Homme C. U.S. School Nursing Job Analysis. J Sch Nurs 2020; 38:126-137. [PMID: 32508198 DOI: 10.1177/1059840520930075] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The complexity and demands of the school nurse role have changed greatly over time. Our aims included determining tasks and knowledge relevant to modern school nursing in the United States, identifying continuing education needs of school nurses, and describing anticipated changes to the professional role. A secondary analysis of a cross-sectional web-based survey of 750 school nurses was performed. The study team evaluated calculations of mean importance and frequency for school nursing task and knowledge statements. Conventional content analysis was used to analyze open-ended responses. School nurses rated most tasks and knowledge as relevant to practice, underscoring the great depth and breadth of education and training school nurses need to meet the demands of students today. The results of this secondary analysis may be leveraged to accurately describe the school nurse role, advocate for nursing services, and support school nurses as they strive to better the health of school communities.
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Affiliation(s)
- Brenna L Morse
- Solomont School of Nursing, University of Massachusetts Lowell, MA, USA
| | - Lori Anderson
- School of Nursing, University of Wisconsin-Madison, WI, USA
| | | | | | - Lynnette Ondeck
- Nooksack Valley School District, Everson, Washington, DC, USA
| | - Carissa Homme
- Competency and Credentialing Institute, Denver, CO, USA
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11
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Wilt L. The Role of School Nurse Presence in Parent and Student Perceptions of Helpfulness, Safety, and Satisfaction With Type 1 Diabetes Care. J Sch Nurs 2020; 38:161-172. [PMID: 32292117 DOI: 10.1177/1059840520918310] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Adolescents with type 1 diabetes (TID) and their parents depend on school nurses to keep students safe in school. Parent satisfaction with T1D care is impacted by school factors including school nurse presence. The purpose of this study was to determine the relationships among parental satisfaction with diabetes care in school, parental report of diabetes-related safety, adolescent report of school nurse helpfulness, and school nurse presence represented by school nurse to student ratios. The sample consisted of 89 parent-adolescent dyads. Adolescents 10-16 years old with T1D completed a questionnaire that included perceptions of school nurse helpfulness. Parents completed a questionnaire that included perceptions of T1D safety and satisfaction. Diabetes-related safety was positively correlated with parental satisfaction and school nurse helpfulness and inversely correlated with age and school nurse to student ratios. Findings validate the importance of school nurse presence to adolescents with T1D and their parents with implications for school nursing policy, practice, and research.
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Affiliation(s)
- Lori Wilt
- Seton Hall University, South Orange, NJ, USA
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12
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Abstract
This invited testimony was given during a Robert Wood Johnson Foundation and Campaign for Action meeting held in New Orleans, LA. The meeting was held in conjunction with the Future of Nursing Town Hall in Chicago that focused on social determinants of health. The focus of the meeting was school health and social determinants of health. The author, serving as Director of Research for NASN, was asked to specifically focus on NASN's efforts related to data and research, as well as social determinants of health.
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Tiu GF, Leroy ZC, Lee SM, Maughan ED, Brener ND. Characteristics Associated With School Health Services for the Management of Chronic Health Conditions. J Sch Nurs 2019; 37:387-395. [PMID: 31679439 PMCID: PMC10150546 DOI: 10.1177/1059840519884626] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
It is unknown how health services staff (school nurse or school physician) or school characteristics are associated with the number of services provided for chronic health conditions in schools. Using data from the 2014 School Health Policies and Practices Study, four services (identification or school-based management, tracking, case management, and referrals) were analyzed using a multivariable ordered logistic regression. Approximately 57.2% of schools provided all four, 17.5% provided three, 10.1% provided two, 5.8% provided one, and 9.4% did not provide any such services. Schools with a school nurse were 51.5% (p < .001) more likely to provide all four, and schools with access to consult with a school physician were 15.4% (p < .05) more likely, compared to schools without one. Schools comprised of mostly racial/ethnic minority students (less than or equal to 50% non-Hispanic White) were 14.7% (p < .05) less likely to provide all four, compared to schools with greater than 50% White students.
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Affiliation(s)
- Georgianne F Tiu
- Division of Population Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Zanie C Leroy
- Division of Population Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Sarah M Lee
- Division of Population Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Erin D Maughan
- National Association of School Nurses, Silver Spring, MD, USA
| | - Nancy D Brener
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
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McCabe EM, McDonald C, Connolly C, Lipman TH. Factors Associated With School Nurses' Self-Efficacy in Provision of Asthma Care and Performance of Asthma Management Behaviors. J Sch Nurs 2019; 37:353-362. [PMID: 31570029 DOI: 10.1177/1059840519878866] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Asthma is a chronic disease affecting nearly 6 million children in the United States and accounts for nearly 14 million missed school days. School nurses' performance of asthma management behaviors (AMBs) may reduce exacerbations, thereby decreasing emergency visits and hospitalizations and increasing attendance at school. Self-efficacy can have a positive effect on AMBs. More research is needed on the interplay between environmental factors in school nurses' work setting, self-efficacy in providing asthma care (hereafter "self-efficacy in asthma care"), and performance of AMBs. This study used a descriptive cross-sectional online survey design with practicing registered school nurses in Pennsylvania (N = 231). Data analysis included descriptive statistics, correlation tests, and multiple regression. In separate models, self-efficacy in asthma care and student-nurse ratio were significantly associated with performance of AMBs. Schools and school nurses need stronger efforts to strengthen self-efficacy in asthma care, with the goal of increasing nurses' performance of AMBs.
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Affiliation(s)
- Ellen M McCabe
- Hunter-Bellevue School of Nursing, Hunter College, The City University of New York, NY, USA
| | | | - Cynthia Connolly
- University of Pennsylvania School of Nursing, Philadelphia, PA, USA
| | - Terri H Lipman
- University of Pennsylvania School of Nursing, Philadelphia, PA, USA
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Jameson BE, Bowen F. Use of the Worklife and Levels of Burnout Surveys to Assess the School Nurse Work Environment. J Sch Nurs 2018; 36:272-282. [DOI: 10.1177/1059840518813697] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Previous research regarding burnout in acute care settings revealed that positive work environments increase job satisfaction, decrease staff turnover, and improve patient outcomes. However, few studies address burnout among school nurses. The purpose of this study was to describe the relationship between the school nurse practice environment, school nurses’ levels of burnout, and perceived sources of work stress. A cross-sectional sample of 100 registered nurses completed a web-based version of the Maslach Burnout Inventory and Areas of Worklife Survey. Identified stressors were entered into regression models to determine associations with levels of burnout. Burnout is significantly associated with all Areas of Worklife subscales. School nurses who reported satisfactory work environments experienced little to no burnout. This study provides insights into the domains of work that can cause burnout among school nurses and provides evidence that can inform school leadership and policy makers on ways to promote healthy work environments.
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Affiliation(s)
- Beth E. Jameson
- School of Nursing, The State University of New Jersey, Newark, NJ, USA
- College of Nursing, Seton Hall University, Interprofessional Health Sciences Campus, Nutley, NJ, USA
| | - Felesia Bowen
- School of Nursing, The State University of New Jersey, Newark, NJ, USA
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
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Abstract
School nursing practice has changed dramatically over the past 20 years, yet few nationally representative investigations describing the school nursing workforce have been conducted. The National School Nurse Workforce Study describes the demographic and school nursing practice patterns among self-reported public school nurses and the number and full-time equivalent (FTE) positions of all school nurses in the United States. Using a random sample stratified by public/private, region, school level, and urban/rural status from two large national data sets, we report on weighted survey responses of 1,062 public schools. Additional questions were administered to estimate the school nurse population and FTEs. Findings reported illustrate differences by strata in public school nurse demographics, practice patterns, and nursing activities and tasks. We estimate approximately 132,300 self-identified practicing public and private school nurses and 95,800 FTEs of school nurses in the United States. Research, policy, and school nursing practice implications are discussed.
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Affiliation(s)
- Mayumi A Willgerodt
- 1 Department of Family and Child Nursing, University of Washington, Seattle, WA, USA
| | - Douglas M Brock
- 2 Department of Family Medicine and MEDEX Northwest, University of Washington, Seattle, WA, USA
| | - Erin D Maughan
- 3 National Association of School Nurses, Silver Spring, MD, USA
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