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Tuncay S, Sarman A. Determination of the relationship between depression and suicide in young adolescents. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2024; 37:e12473. [PMID: 38923673 DOI: 10.1111/jcap.12473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Revised: 06/12/2024] [Accepted: 06/14/2024] [Indexed: 06/28/2024]
Abstract
OBJECTIVE This study was designed to explore the relationships between depression, and the likelihood of suicide among young adolescents by considering various factors. DESIGN AND SAMPLES It was conducted in a descriptive-cross-sectional format, with fieldwork spanning from November 16, 2022, to June 30, 2023. The study assessed the likelihood of depression, and suicide in young adolescents attending a university in Eastern Turkey. MEASUREMENTS Sociodemographic features survey form, Beck's Depression Inventory and Suicide Probability Scale were used to collect data. RESULTS The results from this investigation indicated that women, individuals with chronic illnesses, those with a history of psychiatric conditions, those expressing a constant desire to die, those with suicidal thoughts or plans, and those with a family member who had attempted suicide exhibited significantly higher mean scores for depression and suicide. There was a positive correlation between high depression scores and suicidal tendencies. However, no conclusive evidence of a link between depression, and suicide was established. CONCLUSIONS In this study, certain demographic and psychological factors were identified as correlating with elevated levels of depression and suicidal tendencies among young adolescents. It is imperative that individuals identified as being at risk be promptly referred to appropriate units for comprehensive interventions and support.
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Affiliation(s)
- Suat Tuncay
- Department of Pediatric Nursing, Faculty of Health Science, Bingöl University, Bingöl, Turkey
| | - Abdullah Sarman
- Department of Pediatric Nursing, Faculty of Health Science, Bingöl University, Bingöl, Turkey
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2
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Delaney KR, Gomes M, Browne NT, Jordan D, Snethen J, Lewis-O'Connor A, Horowitz JA, Cogan R, Duderstadt KG. The mental and behavioral health crisis in youth: Strategic solutions post COVID-19 pandemic: An American Academy of Nuring consensus paper. Nurs Outlook 2024; 72:102177. [PMID: 38901064 DOI: 10.1016/j.outlook.2024.102177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Revised: 03/15/2024] [Accepted: 04/20/2024] [Indexed: 06/22/2024]
Abstract
The COVID-19 pandemic wrought significant negative impacts on youth well-being, particularly among Black, Hispanic, American Indian, Alaska Native, and LGBTQ+ (Lesbian, gay, bisexual, transgender, queer or questioning) youth. The pandemic disrupted connections to family, school, and community, which are essential supports for youth mental health. Lessons learned from the pandemic suggest the role of stress and windows of opportunity to build resiliency. Drawing from a policy dialog on the youth mental health crisis conducted by 4 American Academy of Nursing Expert Panels, we present approaches to the current increase in youth mental health problems. Included is emerging literature on building youth resilience, particularly via re-establishing school and community connections. The role of families, schools, and community support is emphasized, particularly by creating a healing school environment and the pivotal role of school nurses. Recommendations include increased support for families, engaging the school nurse role, and developing school-based innovative programs to build connections and youth wellness.
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Affiliation(s)
| | - Melissa Gomes
- Psychiatric, Mental Health, and Substance Use Expert Panel; Health Equity Expert Panel
| | | | - Dorothy Jordan
- Psychiatric, Mental Health, and Substance Use Expert Panel
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3
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Jakobsson M. "I'm not sure if it works": School nurses' experiences of sleep-promoting work in Sweden. Sleep Health 2024; 10:272-278. [PMID: 38245476 DOI: 10.1016/j.sleh.2023.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 12/21/2023] [Accepted: 12/29/2023] [Indexed: 01/22/2024]
Abstract
OBJECTIVES Lack of sleep is a common problem in children and adolescents of school age (students), and it is a health aspect that affects the ability to assimilate into the school's education and thereby falls within the school nurses promoting work. This study aimed to describe school nurses' experiences of sleep-promoting work. METHOD Data were collected by n = 61 school nurses' written narratives of their sleep-promotion work. Data were analyzed using qualitative content analysis. RESULTS The results describe school nurses' experiences of sleep-promoting work in three main categories: (1) Informing and providing knowledge is the primary task. School nurses do it systematically, through dialogs with an individual student, with several students simultaneously, or with parents. (2) Benefits take place when the needs of the student guide the work. Through curiosity about the personal story, the keys to sleep-promoting work can be found, appropriate strategies can be given, and the student can be guided further if needed. (3) Barriers challenge the outcome of the work. The school nurses experience these barriers in the form of unmotivated students, unsupportive parents, and lack of prerequisites, which make the school nurses unsure of their performance. CONCLUSIONS School nurses experience a significant benefit in their sleep-promoting work when the needs of the student guide the sleep-promoting information, strategies, and follow-ups. To avoid feeling insecure in sleep-promoting work, school nurses need updates on the state of knowledge and evidence-based tools. Further research on sleep-promoting work at school is necessary.
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Affiliation(s)
- Malin Jakobsson
- Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden; CHILD-Research Group, Jönköping University, Jönköping, Sweden.
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4
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Alexander-Ruff JH, Ruff SA, Roper C, Wilz A. The Teddy Bear Clinic: Engaging School-Aged Children in Health Education. NASN Sch Nurse 2024; 39:97-103. [PMID: 37403436 DOI: 10.1177/1942602x231184574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/06/2023]
Abstract
This article describes the use of play therapy in a school-based health clinic on an American Indian Reservation. The project used the play therapy model, a nursing intervention focused on using play materials in a therapeutic manner as a form of communication and self-expression for children, enhancing the development of social, emotional, and behavioral skills through the nursing process. The purpose of the Teddy Bear Clinic was to establish relationships among non-Native student nurses and Native American children and their community on a Northern Plains Indian Reservation. A discussion of the potential benefits addresses opportunities for school nurses and student nurses to enhance their understanding of children's perceptions of the health care clinic and the effects of historical trauma on the health and wellbeing of Native American children while offering an opportunity for young children to engage in the health care setting in a fun way, without fear or discomfort is provided.
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Affiliation(s)
| | | | - Chelsey Roper
- Mark and Robyn Jones College of Nursing, Montana State University, Bozeman, MT
| | - Alexandra Wilz
- Mark and Robyn Jones College of Nursing, Montana State University, Bozeman, MT
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5
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Gomes MG. Disparate discipline faced by black youth: The need for bias mitigation and school nursing impact to promote school connectedness. Arch Psychiatr Nurs 2023; 46:133-138. [PMID: 37813496 DOI: 10.1016/j.apnu.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/31/2023] [Accepted: 09/17/2023] [Indexed: 10/17/2023]
Abstract
School connectedness is needed to improve youth mental health. Developing a school connection is more arduous for Black youth with a history of pervasive exclusionary discipline. This narrative review discusses academic and socioemotional consequences of school removals while highlighting disparities for Black youth. A comprehensive literature search was conducted, identifying relevant studies and publications using electronic databases; results from the last ten years were preferable but older references were included if deemed important. Recommendations for elevating the influence of school nursing has been included to help mitigate disparities and racial bias, considering historical discipline trends and rising mental health needs.
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Affiliation(s)
- Melissa Gilbert Gomes
- Department of Diversity, Equity & Inclusion, University of Virginia School of Nursing, United States of America.
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6
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Johnson KE, Thurman WA, Hoskote AR, Maughan ED. A Mixed Methods Exploration of Texas School Nurses' Involvement in Addressing Substance Use and Sexual/Reproductive Health Among Students in Alternative High Schools. J Sch Nurs 2023:10598405231195655. [PMID: 37644822 DOI: 10.1177/10598405231195655] [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: 08/31/2023] Open
Abstract
Students in alternative high schools (AHSs) have higher levels of substance use and risky sexual behaviors than students in traditional high schools. In this mixed methods study, we examine school nurses' efforts in Texas AHSs to address substance use and sexual/reproductive health. The nurses addressed substance use and sexual reproductive health mostly at the individual level, after students initiated risky behaviors. Nurses' efforts were influenced by district, school, and community factors (e.g., understaffing, outdated programs that weren't evidence-based or tailored to AHS students' behaviors, and family involvement). Usually, nurses were not practicing to their full scope as outlined by the National Association of School Nurses Framework. Substance use was a common reason for AHS placement and could contribute to the school-to-prison pipeline, and AHSs did not always have Narcan on campus to address drug overdoses. Our findings suggest implications for providing equitable health services to this underserved, understudied student population.
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Affiliation(s)
- Karen E Johnson
- The University of Texas at Austin, School of Nursing, Austin, TX, USA
| | - Whitney A Thurman
- The University of Texas at Austin, School of Nursing, Austin, TX, USA
| | - Ashwini R Hoskote
- The University of Texas at Austin, School of Nursing, Austin, TX, USA
| | - Erin D Maughan
- George Mason University School of Nursing, Fairfax, VA, USA
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7
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Poole LB, Carlson JS, Batsche-McKenzie K, Tate J, Shank J. Examining the Effect of a Parent-to-Parent Intervention for Low-Income Youth with Serious Emotional and Behavioral Challenges. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6435. [PMID: 37510667 PMCID: PMC10379319 DOI: 10.3390/ijerph20146435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 06/13/2023] [Accepted: 07/14/2023] [Indexed: 07/30/2023]
Abstract
BACKGROUND Numerous barriers to mental health utilization exist for families of children who present with serious emotional and behavioral challenges. Evidence-based practices that facilitate equitable outcomes across diverse populations are essential to identify. This study examined possible differential service outcomes in a Medicaid-funded, parent-to-parent intervention called Parent Support Partner (PSP). METHOD Data from four hundred and sixty-four parents who received PSP services were evaluated for possible demographic differences in service completion. Within-group analyses were utilized for an analysis of outcomes (parent change, child functioning; treatment acceptability) within a subset (N = 153) of those who completed services. RESULTS No racial disparities were found in those who completed PSP (43%) when compared to those who did not (57%). Regression analyses uncovered significant improvements in parent competence and confidence, as well as overall child functioning (global functioning across domains such as school, home, behaviors). Consistent with identifying evidence-based practices, findings were seen consistently across the diverse sample of those who completed PSP services. Improvements in parents' sense of competence and confidence were correlated with perceptions of treatment acceptability. DISCUSSION PSP is an innovative and promising intervention with demonstrated high levels of acceptability found to increase parent confidence and self-competence to advocate for treatments that can improve the mental health functioning of their child. Future investigations of factors associated with increasing PSP service completion and outcomes in larger and more diverse populations are necessary. Implications for considering and possibly adopting this evidence-informed practice within the nursing profession are provided.
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Affiliation(s)
- Lindsay B Poole
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48823, USA
| | - John S Carlson
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48823, USA
| | - Kim Batsche-McKenzie
- Bureau of Children's Coordinated Health Policy and Support, Michigan Department of Health and Human Services, Lansing, MI 48933, USA
| | - Justin Tate
- Bureau of Children's Coordinated Health Policy and Support, Michigan Department of Health and Human Services, Lansing, MI 48933, USA
| | - Jane Shank
- Association for Children's Mental Health, Lansing, MI 48917, USA
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8
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Lin H, Tao Y, Hu H, Lin H. Exploring the Factors Creating Happiness with Nursing Staff: The Mediating Effect of Life Satisfaction. Am J Health Behav 2023; 47:510-519. [PMID: 37596749 DOI: 10.5993/ajhb.47.3.8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/20/2023]
Abstract
Objectives: In this study, we investigate the relationships among personal well-being, self-esteem, supervisor support, life satisfaction, and happiness in a sample of nurses. In this study, we also investigate the mediating role of life satisfaction. Methods: Present research was quantitative in nature and the research design was cross-sectional. Data were collected from a convenience sample of nurses working in hospitals by using a self-administered survey. We used partial least square-structural equation modeling (PLS-SEM) for the assessment of statistical significance of the proposed model. Results: We found a statistically significant and positive relationship between personal well-being, life satisfaction, and happiness. Similarly, self-esteem and supervisor support positively affected life satisfaction. Conclusion: Our research adds to the present literature on the factors that affect happiness among nurses. The study also adds to the current literature on PLS-SEM in terms of the assessment of mediation and direct relationships. Our findings are helpful for decision-makers in the health sector in developing happiness and life satisfaction among nurses. These results are also valuable for academicians for their future studies.
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Affiliation(s)
- Haiyun Lin
- Ward 9, Nursing Unit, Rehabilitation Department, the First Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
| | - Yue Tao
- Ward 9, Nursing Unit, Rehabilitation Department, the First Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
| | - Huihui Hu
- Ward 9, Nursing Unit, Rehabilitation Department, the First Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
| | - Haizhen Lin
- Ambulatory Surgery Center, the Second Affiliated Hospital of Wenzhou Medical University, Wenzhou, China
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9
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Hoskote AR, Rolin D, Rew L, Johnson KE. Effects of COVID-19 on School Nurse Mental Health Intervention Practices. J Sch Nurs 2023:10598405231172758. [PMID: 37158076 PMCID: PMC10183332 DOI: 10.1177/10598405231172758] [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: 05/10/2023] Open
Abstract
Mental health issues have been exacerbated by COVID-19; therefore we examined how the school nurses' role in addressing mental health changed during the pandemic. We administered a nationwide survey in 2021, guided by the Framework for the 21st Century School Nurse, and analyzed self-reported changes in mental health interventions by school nurses. Most mental health practice changes after the start of the pandemic occurred in the care coordination (52.8%) and community/public health (45.8%) principles. An overall decrease in students visiting the school nurse's office (39.4%) was seen, yet the frequency of students visiting with mental health concerns had increased (49.7%). Open-ended responses indicated that school nurse roles changed due to COVID-19 protocols, including decreased access to students and changes in mental health resources. These insights into the role of school nurses in addressing student mental health during public health disasters have important implications for future disaster preparedness efforts.
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Affiliation(s)
- Ashwini R Hoskote
- School of Nursing, The University of Texas at Austin, Austin, TX, USA
| | - Donna Rolin
- School of Nursing, The University of Texas at Austin, Austin, TX, USA
| | - Lynn Rew
- School of Nursing, The University of Texas at Austin, Austin, TX, USA
| | - Karen E Johnson
- School of Nursing, The University of Texas at Austin, Austin, TX, USA
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10
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Goldberg L, Rankine J, Devlin B, Miller E, Ray KN. School Nurse Perspectives on Collaboration With Primary Care Providers. THE JOURNAL OF SCHOOL HEALTH 2023. [PMID: 36917956 DOI: 10.1111/josh.13325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Revised: 02/14/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND School nurses are rarely integrated into primary care teams to their full potential. We aimed to characterize school nurses' perceptions related to current and optimal collaboration with primary care providers (PCPs) and identify actionable solutions to improve efficiency, quality, and coordination of pediatric care. METHODS We conducted and qualitatively analyzed interviews with school nurses to characterize structures, processes, and perceived benefits of optimized school nurse-PCP collaboration. RESULTS School nurse interviewees (n = 23) identified factors important to school nurse-PCP collaboration within 2 domains: information sharing and relationship building. Information sharing themes included health information sharing laws, data sharing systems, and technology-based communication systems. Relationship building themes included health care sector understanding of the school nurse role, PCP knowledge of school health requirements, shared professional development opportunities, and time and personnel. Perceived benefits of optimized PCP-school nurse collaboration were identified for children, PCPs, school nurses, and parents. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Needs assessments and action plans guided by the domains of information sharing and relationship building can inform local improvements to optimize school nurse-PCP collaboration. CONCLUSIONS School nurses highlighted cross-sector solutions to enhance school nurse-PCP collaboration including integrated information sharing systems and intentional relationship building.
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Affiliation(s)
- Lauren Goldberg
- Department of Pediatrics, University of Pittsburgh School of Medicine, UPMC Children's Hospital of Pittsburgh, 3414 Fifth Avenue, Pittsburgh, PA, 15213
| | - Jacquelin Rankine
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of Pittsburgh School of Medicine, UPMC Children's Hospital of Pittsburgh, 120 Lytton Avenue, Pittsburgh, PA, 15213
| | - Bridgetta Devlin
- Pittsburgh Science & Technology Academy, 107 Thackeray Avenue, Pittsburgh, PA, 15213
| | - Elizabeth Miller
- Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of Pittsburgh School of Medicine, UPMC Children's Hospital of Pittsburgh, 120 Lytton Avenue, Pittsburgh, PA, 15213
| | - Kristin N Ray
- Department of Pediatrics, University of Pittsburgh School of Medicine, UPMC Children's Hospital of Pittsburgh, 3414 Fifth Avenue, Pittsburgh, PA, 15213
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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 2022:10598405221126178. [PMID: 36237131 PMCID: PMC10097838 DOI: 10.1177/10598405221126178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [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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12
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Gregory KA, Vidourek RA, King KA, Merianos AL. Examination of Current Anxiety Problems with School Engagement and Volunteer and Paid Work among U.S. Adolescents. J Sch Nurs 2022:10598405221121655. [PMID: 36000300 DOI: 10.1177/10598405221121655] [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: 11/15/2022] Open
Abstract
This study examined the relationships between current anxiety problems and school engagement, community service or volunteer work, and paid work among U.S. adolescents. The 2018-2019 National Survey of Children's Health (NSCH) dataset was analyzed and included 24,609 adolescents ages 12-17 years. We conducted unadjusted and adjusted logistic regression analyzes. A total of 12.6% of adolescents had healthcare provider-confirmed current anxiety problems. Adolescents with current anxiety were at decreased odds of engaging in school (aOR = 0.35, 95%CI = 0.29, 0.41) and participating in community service or volunteer work (aOR = 0.72, 95%CI = 0.59, 0.86) compared to adolescents without current anxiety. Adolescents with current anxiety were at increased odds of participating in paid work (OR = 1.18, 95%CI = 1.01, 1.38). This study reports that U.S. adolescents with anxiety were less likely to engage in school and participate in community service or volunteer work, but were more likely to participate in paid work compared to their peers without anxiety. Results should inform future interventions targeting adolescents.
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Affiliation(s)
- Kayleigh A Gregory
- School of Human Services, 2514University of Cincinnati, Cincinnati, OH, USA
| | - Rebecca A Vidourek
- School of Human Services, 2514University of Cincinnati, Cincinnati, OH, USA
| | - Keith A King
- School of Human Services, 2514University of Cincinnati, Cincinnati, OH, USA
| | - Ashley L Merianos
- School of Human Services, 2514University of Cincinnati, Cincinnati, OH, USA
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Shattuck D, Sebastian R, Zamarin K, Acosta S, Ramos MM. School Nurse Management of Behavioral Health, Violence, and Trauma-Related Emergencies: Findings from a Statewide Survey. J Sch Nurs 2022:10598405221120437. [PMID: 35979606 DOI: 10.1177/10598405221120437] [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: 12/04/2022] Open
Abstract
School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which topics the school nurses received continuing education (CE) for, and which topics they consider to be important to their practice. Analyses of 2019 statewide survey data show a considerable number of school nurses in New Mexico provide management for behavioral health, violence, and trauma-related emergencies, and nurses in secondary schools are significantly more likely than nurses in primary schools to report managing these emergencies and to have received CE on behavioral health topics. Our findings reaffirm the essential role of school nurses in addressing emergent student health issues and underscore the need for practice- and competency-based behavioral health CE opportunities.
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Affiliation(s)
- Daniel Shattuck
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Rachel Sebastian
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Kim Zamarin
- 11209Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Susan Acosta
- 1107New Mexico Department of Health, Office of School and Adolescent Health, Albuquerque, NM, USA
| | - Mary M Ramos
- Department of Pediatrics, University of New Mexico, MSC11-6145, 1 University of New Mexico, Albuquerque, NM, USA
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14
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Kubik MY, Maughan ED. The Mental Health of School-Aged Youth: A Call to Action for School Nursing. J Sch Nurs 2022; 38:426-427. [PMID: 35880268 DOI: 10.1177/10598405221113312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Affiliation(s)
- Martha Y Kubik
- School of Nursing, 3298George Mason University, Fairfax, VA, United States
| | - Erin D Maughan
- School of Nursing, 3298George Mason University, Fairfax, VA, United States
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15
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Pestaner MC, Tyndall DE, Powell SB. Student safety in middle school: Implications for school nurse and teacher collaboration. Public Health Nurs 2022; 39:1220-1226. [PMID: 35751908 PMCID: PMC9796226 DOI: 10.1111/phn.13112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 05/09/2022] [Accepted: 06/10/2022] [Indexed: 01/01/2023]
Abstract
OBJECTIVE Adolescent suicide is a public health crisis. School connectedness, a protective factor, may be especially important in low-income rural schools, with fewer resources and higher rates of suicide as compared to urban schools. The purpose of this study was to explore teacher perceptions of safety and school connectedness in a low-income, rural middle school, and implications for collaborative practice between school nurses and teachers. DESIGN AND SAMPLE A qualitative secondary data analysis was used. Data were taken from transcripts from four focus groups comprised of middle school teachers (n = 20). MEASUREMENT An inductive approach to content analysis was conducted using in vivo Coding and Venn diagrams. RESULTS Three themes were identified: (1) defiant and aggressive student behaviors were safety concerns, as teachers perceived they may be obscuring mental health needs; (2) teachers were sometimes placed in a position to assist students with safety management strategies; and (3) managing safety concerns was an obstacle to building connectedness, as reflected in safety and school connectedness. CONCLUSION Collaborative strategies between school nurses and teachers are essential to identify student behaviors that may be masking mental health needs. Strategies have the potential to enhance school connectedness and support student safety.
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Affiliation(s)
- Mitzi C. Pestaner
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
| | - Deborah E. Tyndall
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
| | - Shannon B. Powell
- Assistant ProfessorEast Carolina University College of NursingGreenvilleNorth Carolina
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