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Bergen S, Maughan ED, Johnson KE, Cogan R, Secor M, Sommer M. The History of US Menstrual Health, School Nurses, and the Future of Menstrual Health Equity. Am J Public Health 2024:e1-e6. [PMID: 39024527 DOI: 10.2105/ajph.2024.307705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/20/2024]
Abstract
In the United States, adolescents suffer from inadequate menstrual health, meaning that adolescents are unprepared for menarche, lack the practical resources they need to comfortably and confidently manage menstruation, and receive inadequate health education and care for menstrual pain and disorders. In this article, we provide a historical analysis of the role of school nurses in addressing menstruation from the early 20th century up to the present day. We contextualize the current realities of school nursing and menstrual health education and clinical support. We argue that the decentralized US school system, a cultural aversion to open discussion about menstruation, and the outsized influence of commercial menstrual product manufacturers have hampered the ability of school nurses to deliver menstrual health education along with menstrual health support. Finally, we discuss implications for today's schooling experiences as well as recommendations for how to support school nurses in aligning our national approach to menstrual health toward the public health perspective of menstrual equity. (Am J Public Health. Published online ahead of print July 18, 2024:e1-e6. https://doi.org/10.2105/AJPH.2024.307705).
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Affiliation(s)
- Sadie Bergen
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
| | - Erin D Maughan
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
| | - Karen E Johnson
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
| | - Robin Cogan
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
| | - Molly Secor
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
| | - Marni Sommer
- Sadie Bergen and Marni Sommer are with the Department of Sociomedical Sciences at Columbia University Mailman School of Public Health, New York, NY. Erin D. Maughan is with the George Mason University College of Public Health, Fairfax, VA. Karen E. Johnson is with the University of Texas at Austin School of Nursing. Robin Cogan is with Rutgers School of Nursing and is a school nurse in the Camden City School District, Camden, NJ. Molly Secor is with Montana State University Mark and Robyn Jones College of Nursing, Bozeman
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McCabe E, Grunin L, Jameson B. Advancing School Health: Building a Partnership Between School Nurses and the Centers for Disease Control and Prevention. J Sch Nurs 2024; 40:123-124. [PMID: 38291717 DOI: 10.1177/10598405241227884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2024] Open
Affiliation(s)
- Ellen McCabe
- Hunter College, Hunter-Bellevue School of Nursing, The City University of New York, USA
| | - Laura Grunin
- Rory Meyers College of Nursing, New York University, USA
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McCabe EM, Jameson BE, Grunin L, Yu G. Chronic Health Condition Management and School-Based Health Centers in New York: Findings From the 2020 School Health Profiles Survey. Policy Polit Nurs Pract 2024; 25:36-46. [PMID: 38099704 DOI: 10.1177/15271544231220360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
Abstract
School-based health centers (SBHCs) are associated with numerous positive aspects of student health services. Many schools in the United States (US) do not have transparent policies on chronic health condition (CHC) management. Of particular concern is the underreporting of the delivery of health services in U.S. schools concerning CHC management and its relationship with the presence or absence of a SBHC. Data from the 2020 School Health Profiles (SHP) Survey were examined in New York public secondary schools. Specific health services were reviewed, together with the presence or absence of a SBHC, including daily medication administration, stock rescue medication, case management services, community partners, chronic disease-specific education, and assurance that students with CHCs were enrolled in an insurance program. A significantly greater proportion of schools with a SBHC compared with schools without a SBHC provided: (1) daily medication administration (92.9% vs. 86.5%; p < .001), (2) stock or rescue medication (84.9% vs. 77.4%; p < .001), (3) case management services (83.1% vs. 67.2%; p < .001), (4) disease-specific education for families (63.1% vs. 57.2%; p = .022), (5) student and family connection to community health services (84.2% vs. 76.5%; p < .001), and (6) ensured that a protocol existed whereby students with a CHC were enrolled in an insurance plan if eligible (79.6% vs. 66.8%; p < .001). Findings suggest that data on a national scale include essential facts for states to consider concerning school health policies and practices. Additional research should examine the intricacy of elements connected with school-based health care to understand better the care provided to children with CHCs.
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Affiliation(s)
- Ellen M McCabe
- Rory Meyers College of Nursing, New York University, New York, NY, USA
| | - Beth E Jameson
- College of Nursing, Seton Hall University, Nutley, NJ, USA
| | - Laura Grunin
- Rory Meyers College of Nursing, New York University, New York, NY, USA
| | - Gary Yu
- Rory Meyers College of Nursing, New York University, New York, NY, USA
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Rose ID, Murray C, Hodges AM, Dyer H, Wallace S. Perceived Role of the School Nurse in Providing Pertinent COVID-19 Information to the School Community: Experiences of Public Health Graduate Students With School-Aged Children. J Sch Nurs 2023:10598405231193429. [PMID: 37559391 DOI: 10.1177/10598405231193429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/11/2023] Open
Abstract
The COVID-19 pandemic has been a major disruptor to school systems across the United States since March 2020. As a result, school nurses have had to adapt to these uncertain times. Previous research has demonstrated the impact of school nurses on student health; however, less is known about their role in educating the broader school community about COVID-19 prevention. In Spring 2022, four focus groups were conducted with public health graduate students with school-aged children, to assess perceptions of COVID-19 and public health emergency preparedness communication. MAXQDA was used for thematic analysis. School nurses were viewed as a credible source of COVID-19 information, especially for those who do not have access to healthcare services. While the primary role of school nurses is to provide health services to students, they also have the capacity to provide the community with vital public health emergency preparedness information.
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Affiliation(s)
- India D Rose
- Chamberlain University, Master of Public Health Program, Chicago, IL, USA
| | - Colleen Murray
- Chamberlain University, Master of Public Health Program, Chicago, IL, USA
| | - Anne Marie Hodges
- Chamberlain University, Master of Public Health Program, Chicago, IL, USA
| | - Hedda Dyer
- Chamberlain University, Master of Public Health Program, Chicago, IL, USA
| | - Sharonda Wallace
- Chamberlain University, Master of Public Health Program, Chicago, IL, USA
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Best NC, McCabe EM. Learning from the Past and Moving Forward: Implementing School Nursing Research Priorities. J Sch Nurs 2023; 39:3-5. [PMID: 36519203 DOI: 10.1177/10598405221143495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
The editorial "School nursing research and research implementation priorities," highlights how the National Association of School Nurses (NASN) research priorities are crucial to moving school nursing and school health research forward. In this editorial we echo the importance of school nurses reading and understanding published articles in The Journal of School Nursing and contributing to research that informs school nursing practice. Each of the NASNs research priorities is vital to the science supporting school nursing practice. We encourage school nurses and researchers, and implementation scientists to partner to contribute school nursing evidence that guides the specialties' practice and informs policy to positively impact student health and education outcomes.
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Affiliation(s)
- Nakia C Best
- 8788University of California, Irvine, Sue & Bill Gross School of Nursing, Irvine, CA, USA
| | - Ellen M McCabe
- 5894New York University, Rory Meyers College of Nursing, New York, NY, USA
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Bobo N, Olson J, Simmons-Wright S. Using Local School Wellness Policies to Build a Culture of Health for Students With Chronic Health Conditions: The School Nurse Role. NASN Sch Nurse 2021; 37:19-24. [PMID: 34189989 DOI: 10.1177/1942602x211026365] [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
Local school wellness policies (LWP) guide school districts' efforts to establish school environments that promote students' health, well-being, and ability to learn that include school U.S. Department of Agriculture nutrition and physical activity requirements. Looking through the lens of the Whole School, Whole Community, Whole Child model and NASN's Framework for 21st Century School Nursing Practice™, LWP can be expanded beyond the tradition focus of nutrition and physical activity to address the health and academic needs of students with chronic health conditions. School nurses need to be actively involved on district wellness councils as schools prepare to conduct their required triennial assessment of current LWP equipped with an understanding of the Alliance for a Healthier Generations' updated model wellness policy and NASN's supplemental wellness policy language to address management of students with chronic health conditions.
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Affiliation(s)
| | - Jan Olson
- NCSN, Oregon State Nurses Association, Curriculum Director and Local School Health Clinical Consultant
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