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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; 114:903-908. [PMID: 39024527 PMCID: PMC11306616 DOI: 10.2105/ajph.2024.307705] [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: 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. 2024;114(9):903-908. 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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2
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Grano C. A Qualitative Study of School Nurses' Experience of Secondary Trauma. Creat Nurs 2024:10784535241268094. [PMID: 39099538 DOI: 10.1177/10784535241268094] [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: 08/06/2024]
Abstract
This qualitative descriptive study explored school nurses' experiences of exposure to reports of trauma from those in their care. Online interviews of school nurses practicing in NJ, USA, were recorded and transcribed verbatim. The study found that school nurses were exposed to reports of others' trauma to varying degrees, with those serving in urban settings reporting more stories of exposure than those in suburban settings. Reports included numerous, layered traumas at the community and individual levels, including students' poverty-related adversity and psychological distress. Qualitative content analysis revealed four categories: Health Office as Safe Haven, Challenges Working Within the School Model, Things That We Hear: Reports of Trauma, and The Ripple Effect of Trauma. School-based challenges included a lack of collaboration, misunderstanding of the school nurse's role, and workload issues such as competing demands and limited time and resources. School nurses reported focusing on the individual's immediate needs and processing the experience afterward. They acknowledged they can only do so much, and shared stories of coping and resilience. Additional education, resources, and support in addressing student trauma can enhance the provision of school nursing services and support the well-being of school nurses, students, and staff. Further research is warranted with a larger and more diverse sample of school nurses, including attention to school nurse wellness and resilience strategies.
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3
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Arrue-Gerra M, Barrio-Cortes J, Lozano-Hernández CM, Ruiz-Janeiro J, Ruiz-Zaldibar C, Ruiz-López M. School Nurse Practice: A Descriptive Spanish Study. J Sch Nurs 2024; 40:380-390. [PMID: 35818891 DOI: 10.1177/10598405221111567] [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: 11/15/2022] Open
Abstract
This study aimed to describe the profile and practices of school nurses working at a network of educational centers in Spain. This was a descriptive study of the documented actions of 107 school nurses between September 2018 and June 2021 in 54 educational centers (55.6% private and 44.4% subsidized). The profile of the school nurses was young (average age 33.8 [standard deviation (SD) = 7.7] years) and predominantly female (91.6%) with a diverse and multidisciplinary education, primarily at the postgraduate level (specialized mainly in emergency care, nursing/school health, and pediatrics/neonatology). They carried out 256,499 interventions. The most frequent types of incidents they treated were accidents (30.4%) and disease-related episodes (22.2%). The interventions were usually brief (average time 7.7 min) and were resolved by the school nurse (99.1%), and the main recipients were students (87.3%). The highest incidence of interventions occurs during breaks between classes. Acute interventions occupied most of the school nurses' time, leaving little opportunity for health education (0.3%). School nurses played an important role in preserving and promoting the health of school populations and cost-savings to healthcare systems with the actions that they performed. Descriptions of these actions are essential when advocating for the continuation and expansion of school nursing services.
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Affiliation(s)
- Maddi Arrue-Gerra
- Hospital Universitario de San Sebastián, Osakidetza, San Sebastian, Spain
- Health Faculty, Camilo José Cela University, Madrid, Spain
| | - Jaime Barrio-Cortes
- Health Faculty, Camilo José Cela University, Madrid, Spain
- Foundation for Biosanitary Research and Innovation in Primary Care, Madrid, Spain
| | - Cristina María Lozano-Hernández
- Health Faculty, Camilo José Cela University, Madrid, Spain
- Foundation for Biosanitary Research and Innovation in Primary Care, Madrid, Spain
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4
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Boyd TM, Moyer SM, Lambert D. Interdisciplinary Collaboration to Care for Students Diagnosed with PANDAS: An Education and Referral Intervention. J Sch Nurs 2024; 40:452-459. [PMID: 36177527 DOI: 10.1177/10598405221129553] [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: 11/15/2022] Open
Abstract
Pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is an autoimmune disorder associated with sudden onset of behavior changes. The prevalence of PANDAS is increasing in schools and interdisciplinary collaboration, knowledge, and the use of referrals to the school nurse are important for supporting students. This project sought to provide education on PANDAS to the interdisciplinary school team and implement a referral process for students exhibiting behavior changes. A self-directed online educational intervention was employed. A pretest-posttest design was utilized to assess knowledge before, immediately after, and six-weeks after the educational intervention. A referral log was implemented to track the number of referrals to the school nurse. The final sample size included 19 participants. Mean scores increased from pretest to posttest, and the implementation of a referral system produced 12 new school nurse referrals. Further strategies are needed to enhance interdisciplinary collaboration and support students experiencing health-related issues.
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Affiliation(s)
- Tiffany M Boyd
- Department of Nursing, Millersville University, Millersville, PA, USA
| | - Susan M Moyer
- Department of Nursing, Millersville University, Millersville, PA, USA
| | - Dawn Lambert
- Department of Nursing, Millersville University, Millersville, PA, USA
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5
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National Association of School Nurses Position Statement: Transition Planning for Students With Healthcare Needs. J Sch Nurs 2024; 40:460-461. [PMID: 38780382 DOI: 10.1177/10598405241241805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2024] Open
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Shattuck D, Ramos MM, Richard BO, Hall JL, Sparks R, Willging CE. School Nurse Leadership and the Implementation of School-Based Support for LGBTQ+ Students. J Sch Nurs 2024:10598405241265706. [PMID: 39042884 DOI: 10.1177/10598405241265706] [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: 07/25/2024] Open
Abstract
In 2021, the National Association of School Nurses published an updated position statement affirming the unique position of school nurses to support the health and well-being of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) students who are faced with a variety of health disparities rooted in experiences of stigma, discrimination, and bias. The 5-year cluster randomized controlled trial "Reducing LGBTQ+ Adolescent Suicide" leveraged school nurses as leaders to facilitate the uptake of six evidence-informed, LGBTQ-supportive practices in New Mexico high schools. We analyzed 5 years of interview data from 24 school nurses in 13 intervention schools to examine what factors impacted their ability to serve as an effective leader for this initiative. Several factors including job characteristics, leadership and organizational skills, relationships and reputation, and personal commitments emerged from analysis. Contextual factors, such as working in urban or rural school, and the size of the school also influenced nurses' leadership.
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Affiliation(s)
- Daniel Shattuck
- Southwest Center, Pacific Institute for Research and Evaluation, Albuquerque, NM, USA
| | - Mary M Ramos
- Department of Pediatrics, University of New Mexico, Albuquerque, NM, USA
| | - Bonnie O Richard
- Louisville Center, Pacific Institute for Research and Evaluation, Louisville, KY, USA
| | - Janie Lee Hall
- Southwest Center, Pacific Institute for Research and Evaluation, Albuquerque, NM, USA
| | - Rhonda Sparks
- New Mexico School Nurse Association, Clovis, NM, USA
| | - Cathleen E Willging
- Southwest Center, Pacific Institute for Research and Evaluation, Albuquerque, NM, USA
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Tanner AL, Stanislo KJ, La Point R. Practicing With a Framework Mindset: A Closer Look at the Standards of Practice Principle. NASN Sch Nurse 2024; 39:184-190. [PMID: 38877736 DOI: 10.1177/1942602x241259092] [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: 06/16/2024]
Abstract
School nurses are more likely to support students' health, safety, and readiness to learn if they approach their practice through the lens of the School Nursing Practice Framework™ (the Framework). Practicing with an intentional focus on the Framework principles is called practicing with a Framework mindset. This article is the first in a 5-part series discussing how to be a school nurse who practices with a Framework mindset. In this article, school nurses will discover the basis for updates to the Framework's Standards of Practice principle, differences between the Standards of Practice principle and the authoritative standards of school nursing practice, activities that exemplify the Standards of Practice principle, and how to address a real-world school nursing challenge with a Framework mindset attuned to the Standards of Practice principle.
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8
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Al-Yateem N, Hajras I, AlSaadi A, Alkabi S, Abdi Z, Abdulhamed M, Subu MA, Ahmed FR, Saifan AR. Utilizing self-report diaries to explore task time distribution of school nurses in UAE. Public Health Nurs 2024. [PMID: 38946523 DOI: 10.1111/phn.13363] [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: 03/23/2024] [Revised: 04/28/2024] [Accepted: 06/07/2024] [Indexed: 07/02/2024]
Abstract
OBJECTIVE This study aims to evaluate the roles and tasks of school nurses in the UAE, quantify the time spent on each, and identify areas for improvement in school health services. This aligns with the UAE government's initiative to enhance primary healthcare, focusing on illness prevention and health promotion for children and adolescents. METHODS The research adopts an observational study design, utilizing self-observation through diary recordings by school nurses to collect data on their daily tasks and time allocation. A sample of total of 2024 school nurse activities were recorded and analyzed over 126 days and 1084 h of observation by eight school nurses using self-report diaries. This method allowed for the collection of detailed information on how nursing time is allocated between core and noncore tasks. RESULTS In this study a total of 2024 tasks were observed over 1084 h. The findings reveal that core nursing tasks accounted for 78% of activities but only 53% of the total 1084 h observed, while non-nursing tasks, making up 22% of activities, disproportionately consumed 47% of the hours. This discrepancy highlights the inefficiency of time allocation, with non-nursing tasks such as administrative duties taking significantly longer than core patient care tasks. CONCLUSIONS The study highlights a significant opportunity to enhance school health services in the UAE by optimizing the allocation of nursing time towards more illness prevention and health promotion interventions. By addressing the identified challenges, including the gaps in nurse competencies and the lack of structured practice frameworks, school health services can be improved.
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Affiliation(s)
- Nabeel Al-Yateem
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Islam Hajras
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Anoud AlSaadi
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Shaikha Alkabi
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Zahra Abdi
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Mayedah Abdulhamed
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Muhammad Arsyad Subu
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Faculty of Nursing and Midwifery, Binawan University, Jakarta, Indonesia
| | - Fatma Refaat Ahmed
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Critical Care and Emergency department, Faculty of Nursing, Alexandria University, Alexandria, Egypt
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9
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Sperry A, Yonkaitis CF. Establishing a School Nurse Mentoring Network. NASN Sch Nurse 2024; 39:192-197. [PMID: 38185907 DOI: 10.1177/1942602x231222028] [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: 01/09/2024]
Abstract
Often, nurses new to the school setting find they have more questions than answers about school nursing practice but no mentor to ask. Questions often arise regarding medication administration, health records, health requirements to attend school, student illness, school health legislation, and state reporting requirements in the school setting, plus many more. This article outlines how one Regional Office of Education (ROE) in central Illinois partnered with a Certified School Nurse to establish a mentoring and networking program to foster relationships and information sharing among school nurses.
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Affiliation(s)
- Amanda Sperry
- College of Nursing University of Illinois Chicago Champaign, IL
| | - Catherine F Yonkaitis
- Department of Population Health Nursing Science College of Nursing University of Illinois Chicago Chicago, IL
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10
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Adeleke SA, Ongtengco A, Youssef C, Hardy P, Pappalardo AA. Addressing critical barriers for sustainability of asthma stock inhaler policy implementation and resultant programming. Ann Allergy Asthma Immunol 2024:S1081-1206(24)00373-9. [PMID: 38942380 DOI: 10.1016/j.anai.2024.06.023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Revised: 05/07/2024] [Accepted: 06/18/2024] [Indexed: 06/30/2024]
Abstract
BACKGROUND Asthma is a prevalent health concern among Illinois (IL) children, and management is significantly influenced by social determinants. There were 17 states who have adopted stock inhaler laws, but implementation varies widely. OBJECTIVE To assess critical barriers to implementation and address sustainability of stock inhaler programming in school-based asthma care in IL. METHODS Semistructured interviews were conducted with high asthma burden school districts in IL to assess barriers in implementing stock inhaler policies and resultant programming. Thematic analysis was performed using Atlas.ti (Scientific Software Development GmbH, Berlin, Germany) to identify and code "threats" to future sustainability. Data were synthesized and presented to stakeholders for barrier mitigation. A schematic flowchart outlining steps to support sustainability was created. RESULTS A total of 18 interviews were conducted with key community partners across 8 IL school districts, representing rural, urban, and suburban areas. Analysis revealed 25 barriers, with several identified as "threats" to future sustainability, including liability concerns, follow-up care assurance, funding/resources, pharmacy dispensing practices, district-level readiness to change, and nurse staffing. Stakeholders formed a statewide coalition to address these barriers, increase awareness, plan evaluations, and advise on state funding allocation. A national stock inhaler toolkit tailored to school administrative needs was developed to support sustainability efforts. CONCLUSION Strategic stakeholder and community engagement are vital for establishing and sustaining stock inhaler programs that adhere to policy mandates. Many districts face challenges initiating and maintaining such programs without critical barrier mitigation and support. Collaborative solutions are necessary to ensure effective school-based asthma management and mitigate persistent pediatric asthma health disparities.
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Affiliation(s)
- Semmy A Adeleke
- College of Medicine, University of Illinois at Chicago, Chicago, Illinois.
| | - Ana Ongtengco
- College of Medicine, University of Illinois at Rockford, Rockford, Illinois
| | - Caroline Youssef
- Department of Pediatrics, University of Illinois at Chicago, Chicago, Illinois
| | - Paige Hardy
- Department of Pediatrics, University of Illinois at Chicago, Chicago, Illinois; Department of Medicine, University of Illinois at Chicago, Chicago, Illinois
| | - Andrea A Pappalardo
- Department of Pediatrics, University of Illinois at Chicago, Chicago, Illinois; Department of Medicine, University of Illinois at Chicago, Chicago, Illinois
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11
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Mazimpaka C, Paudel R, Heinze-Lacey B, Elliott PA. In Search of Evidence: A Scoping Review of School Nurse Leadership Training Programs. J Sch Nurs 2024:10598405241254242. [PMID: 38780364 DOI: 10.1177/10598405241254242] [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: 05/25/2024] Open
Abstract
This scoping review explores leadership training opportunities for school nurses. The review was conducted to inform the development of a new leadership training program for school nurses in Massachusetts. A search conducted across four databases (PubMed, CINAHL, ERIC, and Web of Science) yielded four articles meeting the search criteria published between 1993 and 2007, and no articles meeting the criteria after 2007. The four articles that were found discussed the approaches and evaluation methods of school nurse leadership training programs. They revealed varying training structures and evaluation approaches and covered a wide range of leadership competencies. Importantly, all of the programs reported enhancements in participants' leadership knowledge and practice upon completion of the training program. This review highlights the necessity of documenting and disseminating program outcomes in peer-reviewed literature to guide the development of new initiatives and recommends adopting standardized evaluation frameworks.
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Affiliation(s)
- Christian Mazimpaka
- Department of Community Health Sciences, Boston University, School of Public Health, School Health Institute for Education and Leadership Development, Boston, MA, USA
| | - Rashmi Paudel
- Department of Community Health Sciences, Boston University, School of Public Health, School Health Institute for Education and Leadership Development, Boston, MA, USA
| | - Beverly Heinze-Lacey
- Department of Community Health Sciences, Boston University, School of Public Health, School Health Institute for Education and Leadership Development, Boston, MA, USA
| | - Patricia A Elliott
- Department of Community Health Sciences, Boston University, School of Public Health, School Health Institute for Education and Leadership Development, Boston, MA, USA
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12
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Bundy B, Gormley JM. Introduction to School Medicaid for School Nurses. NASN Sch Nurse 2024; 39:148-155. [PMID: 38093533 DOI: 10.1177/1942602x231213604] [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: 05/03/2024]
Abstract
School nurses are important participants in School Medicaid (SM) programs nationally. Yet, the complexity of SM programs and required documentation are major barriers to implementing this program for nurses. School nurses are often required to participate in the SM program without having a clear understanding of the purpose and components of the overall program. With the expansion of SM programs due to the Centers for Medicare and Medicaid Services "free care" guidance change, nursing services and documentation are receiving more attention and scrutiny as more nursing services become eligible for reimbursement in states across the country. This article presents a clear overview of SM, its history, different components of state SM programs, school nursing documentation and challenges, and resources for school nurses who are interested in more information.
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Affiliation(s)
- Bob Bundy
- Professional Software for Nurses, Inc., Amherst, NH
| | - Jenny M Gormley
- Northeastern University School Health Academy (NEUSHA), Northeastern University Boston, MA
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13
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Luehr RE, Schultz C, Riley A. State School Nurse Consultants Issue RN Action Agendas. NASN Sch Nurse 2024; 39:130-134. [PMID: 38484155 DOI: 10.1177/1942602x231223167] [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: 05/03/2024]
Abstract
The National Association of State School Nurse Consultants (NASSNC) recently issued two action agendas for school nurses. The first action agenda promotes school nurses using their credentials in all communications, documenting their expertise and asserting their legal authority to practice professional nursing. The focus is on the baccalaureate-prepared registered nurse (RN) being the entry level preparation for school nursing. The second action agenda suggests school nurses can increase school administrator support by explaining their specialty practice and offers several marketing strategies. School nurses are invited to access the RN Action Agendas at the NASSNC website link provided.
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Affiliation(s)
- Ruth Ellen Luehr
- Data & Research Committee Member, National Association of State School Nurse Consultants, School Health Services Specialist Emeritus, Minnesota Department of Education, Saint Paul, MN
| | - Colleen Schultz
- Co-Chair, Data & Research Committee, National Association of State School Nurse Consultants, Director, Pennsylvania Department of Health, Harrisburg, PA
| | - Andrea Riley
- Co-Chair, Data & Research Committee, National Association of State School Nurse Consultants, Children's Nebraska, Lincoln, NE
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14
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Tanner A, Griffin R, Stanislo KJ, Hinkley T, Walsh CA, Clark E, Graf K, La Point R, D'Souza-Vazirani D. A Contemporary Framework Update for Today's School Nursing Landscape: Introducing the School Nursing Practice Framework™. NASN Sch Nurse 2024; 39:140-147. [PMID: 38623932 DOI: 10.1177/1942602x241241092] [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: 04/17/2024]
Abstract
School nursing is a unique nursing specialty that benefits from a practice framework that aids school nurses in explaining and accomplishing their role. In 2016, the NASN debuted its Framework for 21st Century School Nursing Practice™, which has shaped school nursing practice as well as education, leadership, research, and collaboration with stakeholders. However, practice frameworks are not meant to remain the same indefinitely. Therefore, NASN evaluated and updated the Framework to ensure its continued alignment with the education and healthcare landscape. The purpose of this article is to share the history of the Framework for 21st Century School Nursing Practice™ development, provide the rationale for the update, and discuss the strategic process NASN used to update its Framework now entitled the School Nursing Practice Framework™.
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Affiliation(s)
- Andrea Tanner
- Consulting Research Strategist National Association of School Nurses Silver Spring, MD
| | - Renee Griffin
- Program … Project Specialist-Research … Education, National Association of School Nurses Silver Spring, MD
| | - Kimberly J Stanislo
- Research Education Practice Director, National Association of School Nurses, Silver Spring, MD
| | - Terri Hinkley
- Chief Executive Officer, National Association of School Nurses, Silver Spring, MD
| | - Carol A Walsh
- Chief Operating Officer, National Association of School Nurses, Silver Spring, MD
| | - Elizabeth Clark
- Nursing Education … Practice Specialist, National Association of School Nurses, Silver Spring, MD
| | - Karen Graf
- Nursing Education and Practice Specialist, National Association of School Nurses, Silver Springs, MD
| | - Rodney La Point
- Nursing Education and Practice Specialist, National Association of School Nurses, Silver Spring, MD
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15
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Kivimäki HM, Ståhl TP, Joronen KM, Rimpelä AH. Parents' Participation in School Health Examinations for Their Adolescent Children in Finland. J Sch Nurs 2024; 40:189-199. [PMID: 34894843 PMCID: PMC10924550 DOI: 10.1177/10598405211058841] [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: 11/15/2022] Open
Abstract
Engaging parents in school health examinations can promote adolescents' well-being. We examined parents' participation in universal school health examinations in Finland reported by adolescents in school surveys (14 to 16-year-olds, N = 58,232). Further we studied variation between service providers and schools, and student and school-level factors in participation. National data were analyzed using multilevel logistic regression models. Less than half of the adolescents reported parents' participation. The variation between service providers and schools was large. Non-participation was associated with mother's low education, students' immigrant background, daily health complaints, heavy drinking, and discussion difficulties with parents. Boys and those who did not live with both mother and father had a higher risk for parents' non-participation. Adolescents with a long-term illness or being bullied reported participation more often. Inviting parents and the school health nurse resource were not associated with participation. Our results raise the question of barriers to participation in health examinations.
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Affiliation(s)
- Hanne M. Kivimäki
- The Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Timo P. Ståhl
- The Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Katja M. Joronen
- Department of Nursing Science University of Turku, Turku, Finland
| | - Arja H. Rimpelä
- Faculty of Social Sciences, Unit of Health Sciences, Tampere University, Tampere, Finland
- Department of Adolescent Psychiatry, Tampere University Hospital, Tampere, Finland
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16
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Charlucien-Koech R, Brady J, Fryer A, Diaz-Gonzalez de Ferris ME. School Nurses Practices Promoting Self-Management and Healthcare Transition Skills for Adolescents with Chronic Conditions in Urban Public Schools: A Mixed Methods Study. J Sch Nurs 2024; 40:174-188. [PMID: 34928723 DOI: 10.1177/10598405211053266] [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: 11/17/2022] Open
Abstract
Background: Adolescents and young adults (AYA) with chronic conditions should acquire self-management skills as part of their healthcare transition (HCT) from pediatric to adult-focused care. HCT/self-management skills have the potential to help mitigate health disparities among minority AYA with chronic conditions. This study investigated school nurses' practices promoting HCT/self-management skills in urban public schools. Methods: Seventy-nine nurses from three urban school districts in Massachusetts completed a survey of 32 Likert-type questions on HCT/self-management skills, eight demographic questions, and five open-ended practice questions assessing how often they have asked students with chronic conditions about HCT/self-management skills, based on the UNC TRxANSITION IndexTM. Results: Among the 79 school nurses who participated (response rate 76%), 67% never or rarely assessed students' knowledge of HCT/self-management, and 90% would use a tool that promotes/measures HCT/self-management skills. Conclusion: In our study sample, most school nurses acknowledged the importance of assessing HCT/self-management skills. The majority favored using a tool to promote these skills.
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Affiliation(s)
- Roselaine Charlucien-Koech
- Department of Health Services, Boston Public Schools, Boston, Massachusetts
- Department of Nursing and Health Sciences, Regis College, Weston, Massachusetts
| | - Jacqueline Brady
- Department of Health Services, Boston Public Schools, Boston, Massachusetts
| | - Anne Fryer
- Department of Nursing and Health Sciences, Regis College, Weston, Massachusetts
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Cygan HR, Dombrowski RD, Moore EWG, Tully J, Kin K, Hansen E. Development of a School Health Policy Implementation Survey: A Delphi Study. J Sch Nurs 2024; 40:135-143. [PMID: 34882017 DOI: 10.1177/10598405211057588] [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: 11/15/2022] Open
Abstract
Data on school health policy implementation are limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n = 378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n = 64) of questions. The remaining 15.8% (n = 12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21st Century School Nursing Practice.
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Affiliation(s)
- Heide R Cygan
- Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL
| | - Rachael D Dombrowski
- Division of Kinesiology Health and Sport Studies, College of Education, Wayne State University, Detroit, MI
| | - E Whitney G Moore
- Kinesiology, Health & Sport Studies, Achievement Motivation Theory Specialist, College of Education, Wayne State University, Detroit, MI
| | - Jamie Tully
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL
| | - Kimberly Kin
- Kinesiology, Health & Sport Studies, College of Education, Wayne State University, Detroit, MI
| | - Elizabeth Hansen
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL
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18
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Willgerodt MA, Griffith K. Examination of Social Determinants of Health, District Health Needs, School Nurse Caseload, and Academic Outcomes in Washington State. J Sch Nurs 2024; 40:125-134. [PMID: 34637355 DOI: 10.1177/10598405211047849] [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: 11/15/2022] Open
Abstract
The purpose of this study was to examine associations between caseload, social determinants, health needs, students meeting grade-level English and Math standards, and attendance. Data from the Washington State Open Data Portal and Report Card were combined with District Health Assessment data from 264 school districts. Analyses of variance and linear stepwise regression analyses were conducted. Key findings indicate significant differences in English and Math outcomes by caseloads, with higher caseload districts have lower percentages of students meeting English and Math standards, but not attendance. Caseload is a significant predictor of students meeting English and Math standards, after controlling for social determinants and district health needs. Findings point to the complexity of school nursing work and builds a foundation to guide future nursing research. Large prospective studies that allow for comprehensive measurement of structure, process and outcomes variables are needed to advance school nursing research.
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19
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Jordan K, Harris H, Reese K, Broderick C, Jordan A. A Qualitative Exploration of School Nurse Continuing Education Needs. J Sch Nurs 2024; 40:200-207. [PMID: 34873960 DOI: 10.1177/10598405211064146] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Continuing education (CE) can help school nurses achieve the unique competencies required for the challenges of an academic health setting. A comprehensive understanding of school nurse learning needs is necessary to guide CE development. The purpose of this study was to describe school nurse perceptions of their learning needs according to the Framework for 21st Century School Nursing Practice ™. The researchers analyzed data from 24 interviews with practicing school nurses using descriptive coding to identify perceived learning needs. Learning needs relevant to all areas of the framework were identified, with clinical judgment and team development emerging as priority areas for CE. These results illuminate school nurse perceptions of their own learning needs and can help guide the development of meaningful CE opportunities.
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Affiliation(s)
- Kasey Jordan
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Heather Harris
- College of Health Sciences and Professions, University of North Georgia, Dahlonega, GA, USA
| | - KellyAnn Reese
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Carter Broderick
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Adam Jordan
- School of Education, Health, and Human Performance, College of Charleston, Charleston, SC, USA
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20
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Stanislo KJ. Data Submission: HOW the Power of One Creates the Power of Many. NASN Sch Nurse 2024; 39:75-83. [PMID: 38443757 DOI: 10.1177/1942602x241227458] [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: 03/07/2024]
Abstract
This article is the third and final article in a series exploring the WHAT, WHY, and HOW of data collection and data utilization. The final step, the HOW of data submission, provides discussion and guidance in contributing your data to the collective voice, including submitting data from the school, district, state, and national levels. Submitting individual school nursing data enriches the bigger story and increases the awareness and meaningfulness of school health data, the role of the school nurse as an integral member of the school community, and the connections of student health and academic outcomes. This article will also explore how to submit your school health data and the opportunities to submit it to district, state, or national levels, including to the National School Health Data Set: Every Student Counts! (ESC!).
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21
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Uhm JY, Kim S. Development and Testing of the School Healthcare Partnership Scale for Parents. West J Nurs Res 2024; 46:219-228. [PMID: 38343038 DOI: 10.1177/01939459241230388] [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: 02/29/2024]
Abstract
BACKGROUND Cooperation between parents and school nurses is essential for the successful completion of school courses and a healthy school life for children with long-term conditions. Therefore, this study aimed to develop and test a scale to measure parental perceptions of partnerships between school nurses and parents in the school health care (SHC) system for children with type 1 diabetes (T1D). METHODS The content validity, factorial structure validity, convergent validity, discriminant validity, known-group validity, internal consistency reliability, and test-retest reliability of the School Healthcare Partnership Scale for Parents (SHCPS-P) were evaluated. Data were analyzed by performing exploratory factor analysis (EFA), Pearson's correlation, Cronbach's α, and independent t-tests. The total sample included 155 parents for the EFA and 49 parents for the stability test. Seventeen items, grouped into 3 dimensions, were extracted through principal axis factoring. RESULTS The total variance explained by these factors was 53.57%. The scale demonstrated a high correlation with parental satisfaction regarding school nursing and a moderate correlation with diabetes-related safety, thereby showing convergent validity. A low correlation with empathy demonstrated discriminant validity. A significant difference existed in the partnership scores in known-group comparisons. Cronbach's α was 0.95, and the test-retest correlation coefficient was 0.95, which showed reliability. CONCLUSIONS This study suggests that the SHCPS-P is a reliable and valid tool for measuring the perception of SHC partnership among parents of children with T1D and can be used as an indicator to measure parents' perspectives about SHC.
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Affiliation(s)
- Ju-Yeon Uhm
- Department of Nursing, Pukyong National University, Busan, South Korea
| | - Suhee Kim
- School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon-si, South Korea
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22
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Giddens CB, Blankenship JA. The Red Square: A Healthcare Sterile Cockpit to Reduce Medication Errors. NASN Sch Nurse 2024; 39:66-70. [PMID: 37700542 DOI: 10.1177/1942602x231196140] [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: 09/14/2023]
Abstract
Medication administration is one of many duties and responsibilities of school nurses and involves both scheduled and as-needed (prn) medications. When administering medications, school nurses also experience unscheduled student health room visits, as well as interruptions such as staff member inquiries, miscellaneous phone calls, and occasional safety drills, to name a few. These distractions, inherent to the school nursing position, can lead to medication errors and pose a risk to students. This article describes the concept of a health care sterile cockpit (red square) and a school district's use of innovation in the health room to improve medication safety and reduce errors. Other benefits of implementing the red square will be discussed.
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23
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Veronese V, Rossetto G. The Role of the School Nurse in the United States, United Kingdom, and Italy During the COVID-19 Pandemic: A Scoping Review. Clin Nurs Res 2024; 33:189-202. [PMID: 38197319 DOI: 10.1177/10547738231219732] [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: 01/11/2024]
Abstract
The school nurse has a crucial role in the United States and the United Kingdom and has their own expertise dedicated to school assistance for children, families, school staff, and the community. This study aims to identify the role and skills of the school nurse and understand the effects of COVID-19 on nursing skills in the following countries: The United States, the United Kingdom, and Italy. A Scoping Review was conducted following the JBI methodology for scoping reviews, following the PRISMA-ScR guidelines. Three databases were consulted: PubMed, Cinahl, and Scopus. In all, 58 studies met the eligibility criteria and were included. 93.1% of the studies were carried out in the United States, 5.2% in the United Kingdom, and 1.7% in Italy. 34.5% of the articles were published in 2020, 15.5% in 2021, 31% in 2022, and 19% in 2023. 22.4% of the studies included in the review concerned health promotion and education. Regarding the methodology of the studies, 41.5% of the studies were commentary papers, 15.5% were observational studies, and 12% were cross-sectional studies. Considering the effects of the school nurse in the United States and the United Kingdom, it is possible to reflect on how the systematic presence of a nurse could also have benefits in Italy.
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24
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Russell AJ, Shishani K, Hurst S. The Role of the School Nurse in E-Cigarette Prevention and Cessation: A Scoping Review. J Sch Nurs 2024:10598405231225976. [PMID: 38233367 DOI: 10.1177/10598405231225976] [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: 01/19/2024] Open
Abstract
E-cigarettes have rapidly gained popularity among youth in recent years. This scoping review identifies opportunities for school nurses to incorporate e-cigarette prevention strategies into their practice and identifies gaps for future research in school nursing evidence-based practice. Using the methodological framework developed by Arksey and O'Malley and advanced by Levac et al., a literature review was conducted using PubMed, Cumulative Index to Nursing and Allied Health (CINAHL), and Education Resources Information Center (ERIC) databases. A total of 15 articles were included in the final review. Articles for inclusion addressed interventions aimed at reducing e-cigarette use in K-12 schools. The results highlight two general types of school-based interventions: (1) universal e-cigarette prevention education and (2) targeted e-cigarette use-cessation programs. Each of these types of interventions presents a leadership opportunity for school nurses to engage within all domains of their scope of practice.
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Affiliation(s)
- Alanna J Russell
- Department of Nursing, Washington State University, Spokane, WA, USA
| | - Kawkab Shishani
- Department of Nursing, Washington State University, Spokane, WA, USA
| | - Sheila Hurst
- Department of Nursing, Washington State University, Spokane, WA, USA
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25
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Yonkaitis CF, Galemore CA. An Interview With the New Editor of the NASN School Nurse. NASN Sch Nurse 2024; 39:7-8. [PMID: 38116626 DOI: 10.1177/1942602x231215547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
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26
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NASN Position Statement: Healthy Communities. NASN Sch Nurse 2024; 39:49-50. [PMID: 37063082 DOI: 10.1177/1942602x231168705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/18/2023]
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27
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Moss E. Development of an Evidence-Based Employee Wellness Program. NASN Sch Nurse 2024; 39:39-48. [PMID: 37565474 DOI: 10.1177/1942602x231191072] [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: 08/12/2023]
Abstract
Workplaces can positively or negatively shape employee health and sense of well-being. Employees who feel well are more productive, engaged, and present at work. The effects of the COVID-19 pandemic added to an already stressed work environment for educators. Student success is dependent on educators who are healthy and present. Employee wellness programs have the potential to improve the well-being of employees and now, more than ever, should be a priority in schools. The purpose of this article is to provide the school nurse with evidence-based resources to assist in the creation and implementation of an employee wellness program in the school setting.
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28
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LaChance LS, Park K, Toulouse SA. Doctor of Nursing Practice and Its Application to School Nursing. NASN Sch Nurse 2024; 39:31-36. [PMID: 37731294 DOI: 10.1177/1942602x231198503] [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: 09/22/2023]
Abstract
School nurses who are considering a terminal degree in nursing have two options, a Doctor of Nursing Practice (DNP) or a Doctor of Philosophy in Nursing (PhD). There are several factors for school nurses to consider when determining which terminal degree is best suited for them. This article focuses on the relevance of a DNP degree to school nursing, by first reviewing the evolution of DNP programs and then pivoting to discussions by three school nurses on why they chose this terminal degree and the projects completed during their courses of study. A main focus of a DNP project is to gather, analyze, synthesize, and translate research into practice, often operationalized as quality improvement (QI) in clinical settings. School nurses, practicing independently from other healthcare professionals while often managing large workloads, stand to benefit from obtaining or working with a nurse prepared at this level.
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Affiliation(s)
| | - Katherine Park
- School Nurse, Pierremont Elementary School, St. Louis, MO
| | - Shanyn A Toulouse
- Massachusetts Department of Public Health, Haverhill Public Schools, Boston, MA
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29
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Davis CR, Plotkin M, Kelly N. Action Plan and Model to Reduce Potential Opioid Overdose Deaths on K-12 Campuses. NASN Sch Nurse 2024; 39:12-17. [PMID: 37439105 DOI: 10.1177/1942602x231185718] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/14/2023]
Abstract
School communities are not immune to the alarming increase in opioid-related deaths occurring in the United States during the past decade. The purpose of this article is to share how a middle school in New York State, beginning in the late fall of 2022, successfully implemented a program to reduce the likelihood of opioid overdose deaths in their building through expansion of the accessibility of and education and training in use of naloxone, an opioid antagonist. The program is applicable for all K-12 campuses and follows the Model of Greater Awareness, Improved Training, and Increased Availability of and Accessibility to Intervention Devices, based on the steps successfully used for out-of-hospital cardiac arrest emergencies. Because opioid addiction does not discriminate, it is confidently projected that these targeted actions will proactively and positively reduce the likelihood of opioid overdose deaths in our school setting, including for students, faculty, staff, administrators, and visitors, when and should they occur.
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Affiliation(s)
- Charles R Davis
- Professional School Nurse, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
| | - Michael Plotkin
- Principal, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
| | - Nichole Kelly
- Assistant Principal, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
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30
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Francis L, Meraj S, Konduru D, Perrin EM. An Update on State Legislation Supporting Menstrual Hygiene Products in US Schools: A Legislative Review, Policy Report, and Recommendations for School Nurse Leadership. J Sch Nurs 2023; 39:536-541. [PMID: 36217851 DOI: 10.1177/10598405221131012] [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: 11/16/2022] Open
Abstract
Access to menstrual products is important to support adolescent health. Advocacy to increase access to menstrual products in schools is growing; however, ideal access requires policies that will require schools to support the menstrual health of menstruating students. We conducted a legislative review on the existence and status of state legislation related to the provision of menstrual products in US schools and categorized by state's political control (political party affiliation of governors and state legislature). Of 50 states and 6 territories, 21 had legislation to support menstrual products in schools, 7 had bills pending, 10 had bills failed, and 18 states had no policies introduced in the state legislature. States with Democrat control have significantly more menstrual product state laws compared to states with Republican control [z = 2.54, p = 0.01]. There is a need, especially in Republican states, to accelerate efforts to pass laws that will support menstrual product access in schools.
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Affiliation(s)
- Lucine Francis
- Johns Hopkins University School of Nursing, Baltimore, MD 21205, USA
- Center for Community Programs, Innovation, and Scholarship, Johns Hopkins School of Nursing, Baltimore, MD 21205, USA
- Johns Hopkins Consortium for School-Based Health Solutions, Baltimore, MD, USA
| | - Shafkat Meraj
- Johns Hopkins University Homewood Campus, Baltimore, MD, USA
| | - Divya Konduru
- Johns Hopkins University Homewood Campus, Baltimore, MD, USA
| | - Eliana M Perrin
- Johns Hopkins University School of Nursing, Baltimore, MD 21205, USA
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
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31
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Childs GD, DeSocio J, Sloand E, Gary F, Burke PJ, Outlaw FH, Snethen JA, Lewandowski LA, Bowen FR. Application of the Toxic Stress Schema: An Exemplar for School Nurses. J Sch Nurs 2023; 39:524-535. [PMID: 36377287 DOI: 10.1177/10598405221135186] [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: 11/15/2023] Open
Abstract
For many children of color, the cumulative impact of pre-existing stressors, disparities, and pandemic-related losses has contributed to a toxic level of stress. Toxic stress can disrupt healthy brain development making children vulnerable to physical and mental health problems. School nurses are the primary health professionals who interact with children daily during the academic year, which positions them to identify risk factors within the social determinants of health that contribute to the development of toxic stress. The Toxic Stress Schema (TSS) provides a framework for assessment and care planning related to social determinants of health and potential sources of stress and/or buffering support for the physical and mental well-being of children. A case study approach is used to demonstrate the application of the TSS to school nursing and provide the basis for conceptualizing a plan of care and identifying resources to support the child's physical and mental health.
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Affiliation(s)
- Gwendolyn D Childs
- Associate Professor and Associate Dean for Undergraduate and Prelicensure Education, University of Alabama at Birmingham, School of Nursing, Birmingham, AL, USA
| | - Janiece DeSocio
- Professor of Nursing, Seattle University College of Nursing, Seattle, WA, USA
| | | | - Faye Gary
- Medical Mutual of Ohio & Kent W. Clapp Chair and Professor of Nursing, Cleveland, OH, USA
| | - Pamela J Burke
- LEAH Program Faculty/Senior Advisor for Nursing, Division of Adolescent & Young Adult Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Freida H Outlaw
- Executive Academic Consultant, Substance Abuse and Mental Health Services Administration, Minority Fellowship Program, American Nurses Association, Silver Spring, MD, USA
| | - Julie A Snethen
- Professor and PhD Program Director, University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | - Linda A Lewandowski
- Dean, College of Nursing, and Vice-Provost for Health Affairs, University of Toledo College of Nursing, Toledo, OH, USA
| | - Felesia R Bowen
- Professor and Associate Dean for Diversity, Equity, and Inclusion, The University of Alabama at Birmingham School of Nursing, Birmingham, AL, USA
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Purabdollah M, Zamanzadeh V, Ghahramanian A, Valizadeh L, Mousavi S, Ghasempour M. Competencies expected of undergraduate nursing students: A scoping review. Nurs Open 2023; 10:7487-7508. [PMID: 37817394 PMCID: PMC10643846 DOI: 10.1002/nop2.2020] [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] [Received: 12/22/2022] [Revised: 08/23/2023] [Accepted: 09/17/2023] [Indexed: 10/12/2023] Open
Abstract
AIM Nursing competencies are crucial indicators for providing quality and safe care. The lack of international agreement in this field has caused problems in the generalization and application of findings. The purpose of this review is to identify the core competencies necessary for undergraduate nursing students to enter nursing work. DATA SOURCES We conducted a structured search using Scopus, MEDLINE (PubMed), Science Direct, CINAHL, Web of Science, and Google Scholar. REVIEW METHODS We conducted a scoping review using the methodology recommended by the Joanna Briggs Institute, supported by the PAGER framework, and guided by the PRISMA-ScR Checklist. Inclusion criteria included full-text articles in English, quantitative and qualitative research related to competencies for undergraduate students or newly graduated nurses, competency assessment, and tool development from 1970 to 2022. We excluded articles related to specific nursing roles, specific contexts, Master's and Ph.D. curricula, hospital work environment competencies, and editorial. RESULTS Out of 15,875 articles, we selected 43 studies, and data analysis with summative content analysis identified five themes named individualized care, professional nursing process, nursing administration, readiness, and professional development. CONCLUSION Considering the dynamics of competencies and their change with time, experience, and setting, it is necessary to update, localize, and levelling of the proposed competencies based on the culture of each country. IMPACT These competencies provide a guide for undergraduate nursing curriculum development and offer a framework for both clinical instruction and the evaluation of nursing students.
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Affiliation(s)
- Majid Purabdollah
- Department of Medical Surgical Nursing, Faculty of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Vahid Zamanzadeh
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Medical‐Surgical Nursing, School of Nursing and MidwiferyShahid Beheshti University of Medical SciencesTehranIran
| | - Akram Ghahramanian
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Medical‐Surgical Nursing, School of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Leila Valizadeh
- Medical Education Research Center, Health Management and Safety Promotion Research InstituteTabriz University of Medical SciencesTabrizIran
- Department of Pediatric Nursing and Neonatal Intensive Care, School of Nursing and MidwiferyShahid Beheshti University of Medical SciencesTehranIran
| | - Saeid Mousavi
- Department of Epidemiology and Biostatistics, School of HealthTabriz University of Medical SciencesTabrizIran
| | - Mostafa Ghasempour
- Department of Medical Surgical Nursing, Faculty of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
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Rankine J, Goldberg L, Miller E, Kelley L, Ray KN. School Nurse Perspectives on Addressing Chronic Absenteeism. J Sch Nurs 2023; 39:496-505. [PMID: 34647823 PMCID: PMC9062998 DOI: 10.1177/10598405211043872] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Chronic absenteeism is associated with poor health and educational outcomes. School nurses have great potential to address the health and educational needs that contribute to absenteeism. Through qualitative analysis of interviews with school nurses, we characterize their current role in reducing absenteeism and identify barriers 3 that limit their capacity to meet this goal, organized by the Framework for 21st Century School Nursing Practice. Interviewees (n = 23) identified actions perceived to reduce absenteeism aligned with domains of care coordination, leadership, quality improvement, and community and public health. Barriers perceived to limit the capacity of school nurses to address absenteeism were identified within these domains and ranged from student- and family-level to federal-level barriers. Specific healthcare system-level barriers included insufficient communication with community-based healthcare teams and the need for coordinated approaches across health and education sectors to address absenteeism. Strategic opportunities exist to address barriers to comprehensive school nursing practice and reduce absenteeism.
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Affiliation(s)
- Jacquelin Rankine
- Adolescent and Young Adult Medicine, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Lauren Goldberg
- Pediatrics, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Elizabeth Miller
- Adolescent and Young Adult Medicine, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Lori Kelley
- Pennsylvania Association of School Nurses and Practitioners, Sewickley, Pennsylvania, USA
| | - Kristin N. Ray
- Pediatrics, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
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Bobo N, Clark E, Griffin R. Designing School Health Services to Provide Multi-Tiered Systems of Support (MTSS) for All Students. NASN Sch Nurse 2023; 38:328-336. [PMID: 37496440 DOI: 10.1177/1942602x231187069] [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: 07/28/2023]
Abstract
A system-level health equity lens is needed to meet the needs of today's students. School nurses stand at the intersection of health and education, poised to improve the health and academic outcomes for all children in collaboration with school health and education colleagues with a focus to reframe "learning and health losses" to "learning and health recovery." The Multi-Tiered System of Support is a familiar approach used in schools to address education equity for students. Working alongside educators, school nurses can demonstrate how including health in this framework augments reaching the goal of supporting student academic success.
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Affiliation(s)
- Nichole Bobo
- Director of Nursing Education, National Association of School Nurses, Silver Spring, MD
| | - Elizabeth Clark
- Nursing Education and Practice Specialist, National Association of School Nurses, Silver Spring, MD
| | - Renee Griffin
- Program and Project Specialist, National Association of School Nurses, Silver Spring, MD
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35
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Duff CL, Delack S, Johnson K, Davis-Alldritt L, Hlinomaz J. Recognizing the 2023 Fellows of the National Academy of School Nursing. NASN Sch Nurse 2023; 38:297-300. [PMID: 37715568 DOI: 10.1177/1942602x231198530] [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: 09/17/2023]
Abstract
Membership as a Fellow in the National Academy of School Nursing (FNASN) is the NASN's highest recognition award. At the 2023 NASN Conference, five new Fellows were inducted and now add FNASN to their credentials. This group of exemplary school nurse professionals contributes to school nursing practice in many ways that crisscross NASN's Framework for 21st Century School Nursing Practice™. They each have chosen unique pathways to provide service. The 2023 NASN Fellows are: Eileen Gavin, New Jersey; Jenny Gormley, Massachusetts; Lynne Meadows, Georgia; Kathy Reiner, Colorado; and Sharonlee Trefry, Vermont. The following article outlines each Fellow's unique path to attaining FNASN.
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Al-Yateem N, Rossiter R, Slewa-Younan S, Azizur Rahman S, Subu MA, Dias JM, Saifan AR. Experiences of a mental health promotion, prevention, and early-intervention training program targeted to school nurses in the United Arab Emirates. Int Nurs Rev 2023; 70:372-382. [PMID: 36528889 DOI: 10.1111/inr.12817] [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: 12/15/2021] [Accepted: 11/24/2022] [Indexed: 12/23/2022]
Abstract
AIM To report participants' and facilitators' experiences of mental health promotion, prevention, and early-intervention training program targeted at school nurses in the United Arab Emirates (UAE). BACKGROUND The UAE school healthcare service is staffed by full-time nurses and part-time doctors and linked to primary healthcare centers. This service supports children's physical and mental well-being. However, school nurses' capacity to realize the potential of this service, particularly regarding mental health, has not yet been explored. METHODS We used an exploratory qualitative approach with data triangulation. Data were drawn from school nurses that participated in a targeted mental health promotion, prevention, and early-intervention training program. Data were gathered through focus group interviews with participating school nurses, written reflections, and notes recorded by the program designers and trainers. All school nurses who participated in the training program (N = 15) were included in this study. This study adhered to the consolidated criteria for reporting qualitative research. RESULTS Nurses' narratives encompassed three main themes, which indicated the program was an enjoyable professional and personal journey that allowed professional discovery/development and personal growth. Program organizers/facilitators indicated the training program was important, but challenging to implement. Four themes emerged from their reflections that covered the structure of school nursing services, participants' competency and education, the UAE context, and teaching style. CONCLUSION A well-structured professional development program can contribute to improving mental healthcare in schools. Improved service structure and regulations to support this goal are essential. IMPLICATIONS FOR NURSING PRACTICE, RESEARCH, AND POLICY School nurses benefit professionally and personally from targeted mental health training, which also improves the care students receive. School healthcare service managers should consider increasing such training opportunities for nurses and focus on measuring service outcomes and evaluating effectiveness. It is also necessary to reassess the minimum qualification requirement for school nurses. Specific professional development programs for school nurses will improve their clinical practice and support the recruitment of competent and prepared staff.
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Affiliation(s)
- Nabeel Al-Yateem
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
- Adjunct Associate Professor, School of Nursing, Paramedicine and Healthcare Sciences, Faculty of Science and Health, Charles Sturt University, Orange Campus, NSW, Australia
| | - Rachel Rossiter
- Associate Professor, School of Nursing, Paramedicine and Healthcare Sciences, Faculty of Science and Health, Charles Sturt University, Orange Campus, NSW, Australia
| | - Shameran Slewa-Younan
- Associate Professor, School of Medicine, Western Sydney University, Penrith, NSW, Australia
| | - Syed Azizur Rahman
- Assistant Professor, Department of Health Service Administration, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Muhammad Arsyad Subu
- Assistant Professor, Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Jacqueline Maria Dias
- Associate Professor, Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Ahmad Rajeh Saifan
- Associate Professor, Faculty of Nursing, Applied Sciences Private University, Amman, Jordan
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37
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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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38
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Yoon J, Seo HJ, Kim JE. Adaptation and Validation of the Korean Version of the Scope of School Nursing Practice Tool. J Sch Nurs 2023:10598405231195573. [PMID: 37605882 DOI: 10.1177/10598405231195573] [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: 08/23/2023] Open
Abstract
The scope of the school nursing practice tool (SSNPT) is needed to apply and explore the gap between what school nurses perceive as important and actual practices. This study adapted and validated the Korean version of SSNPT (K-SSNPT) among 360 Korean school nurses in January 2022. The reliable and valid K-SSNPT can inform school nurses' workforce policies by capturing the current scope of school nursing practice and setting priorities for improving school health in South Korea.
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Affiliation(s)
| | - Hyun-Ju Seo
- College of Nursing, Chungnam National University, Daejeon, South Korea
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39
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Nickum AN, Hanneke R, Shannon R. Knowing What We Don't Know: A Survey of School Nurse Information Needs. J Sch Nurs 2023:10598405231193361. [PMID: 37559379 DOI: 10.1177/10598405231193361] [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
Providing complex care for students requires an informed school nurse workforce. However, school nurses, many of whom work independently, may not know where to find necessary information. This study seeks to understand the information needs of school nurses by conducting a needs assessment survey within the state of Illinois. A survey was disseminated through three statewide professional listservs to determine the types of care-related questions school nurses ask as part of their regular duties and which resources they use to answer those questions. School nurses' information needs vary widely, and they rely on numerous sources to answer clinical questions. They are responsible for the well-being of hundreds to thousands of children. While they are comfortable searching for information, they are motivated to further develop research skills.
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Affiliation(s)
- Annie Nicky Nickum
- Information Services and Research, University of Illinois Chicago, Chicago, IL, USA
| | - Rosie Hanneke
- Information Services and Research, University of Illinois Chicago, Chicago, IL, USA
| | - Robin Shannon
- Population Health Nursing Science Department, University of Illinois Chicago, Chicago, IL, USA
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40
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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; 93:717-725. [PMID: 36917956 PMCID: PMC10329996 DOI: 10.1111/josh.13325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [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, Pennsylvania 15213, USA
| | - 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, Pennsylvania 15213, USA
| | - Bridgetta Devlin
- Pittsburgh Science & Technology Academy, 107 Thackeray Ave. Pittsburgh, PA 15213, USA
| | - 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, Pennsylvania 15213, USA
| | - Kristin N. Ray
- Department of Pediatrics, University of Pittsburgh School of Medicine, UPMC Children's Hospital of Pittsburgh, 3414 Fifth Avenue, Pittsburgh, Pennsylvania 15213, USA
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41
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Combe LG, Cogan R. School Nurses Can Reduce Firearm Injuries and Deaths. NASN Sch Nurse 2023; 38:205-212. [PMID: 37246838 DOI: 10.1177/1942602x231174190] [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: 05/30/2023]
Abstract
The increasing incidents of school shootings in recent years have resulted in America's students, teachers, and staff feeling vulnerable. The most effective approach to creating safe and supportive school environments requires a comprehensive, coordinated effort including school-wide, district-wide, and community-wide strategies. School nurses, healthcare partners embedded in school communities, can guide these efforts. This article reviews data on school located gun violence through a public health lens, as well as outlines a framework for levels of prevention, including downstream, midstream, and upstream strategies. Finally, the article includes evidence-based examples, models, and tools for each level of prevention.
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Affiliation(s)
- Laurie G Combe
- Consultant-School Nursing and School Health, Houston, TX
| | - Robin Cogan
- School Nurse, Clinical Coordinator Rutgers Camden Nursing, Camden City School District, Camden, NJ
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42
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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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43
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Gordon J, Bail J. Cancer Prevention Begins in Middle School: The Personal Advantages of HPV Immunization in Males. NASN Sch Nurse 2023; 38:114-120. [PMID: 36691362 DOI: 10.1177/1942602x221151134] [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: 04/21/2023]
Abstract
The human papillomavirus (HPV) is the most common sexually transmitted infection in the United States despite most cases being preventable by vaccination. HPV vaccine efficacy varies in relationship to when the vaccine is administered, with greater efficacy obtained if administered prior to sexual debut. Historically, this vaccine was created to protect women from cervical cancer. As scientific knowledge of HPV-related cancers has advanced, it has become evident that HPV vaccination is a priority for both genders. HPV is known to contribute to male cancers of the mouth, throat, anus, and penis, as well as causing genital warts. This article aims to explain the benefits of HPV immunization for the gender the farthest from meeting vaccination goals, boys, and young men. This article expounds on the school nurses' role in promoting vaccination to prevent HPV infection and the sequela of related cancers.
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Affiliation(s)
- Jenny Gordon
- Family Nurse Practitioner, PhD Student, Thelen Family Medicine, Fayetteville, TN
- University of Tennessee Southern Campus Clinic, Pulaski, TN
- University of Alabama Huntsville Joint PhD Program with the University of Alabama, Huntsville, AL
| | - Jennifer Bail
- Assistant Professor of Nursing, University of Alabama in Huntsville College of Nursing, Huntsville, AL
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44
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Castner J, Stanislo K, Castner M, Monsen KA. Public health nursing workforce and learning needs: A national sample survey analysis. Public Health Nurs 2023; 40:339-352. [PMID: 36683284 PMCID: PMC10328423 DOI: 10.1111/phn.13171] [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] [Received: 08/03/2022] [Revised: 12/12/2022] [Accepted: 12/26/2022] [Indexed: 01/24/2023]
Abstract
OBJECTIVES Generate national estimates of the public health nursing workforce's (1) demographic and work characteristics and (2) continuing education learning needs in the United States. DESIGN Secondary data analysis of the 2018 National Sample Survey of Registered Nurses. SAMPLE Total 7352 of the 50,273 survey respondents were categorized as public health nurses (PHNs), representing an estimated 467,271 national workforce. MEASUREMENTS Survey items for demographics, practice setting, training topics, and language(s) spoken fluently were analyzed. RESULTS Workforce demographic characteristics are included. Mental health training was the most frequently endorsed topic by PHNs, followed by patient-centered care and evidence-based care. Training topic needs vary by practice setting. CONCLUSIONS Results here can be used as a needs assessment for national public health nursing professional development and education initiatives. Further research is needed to refine and survey a nationally representative sample in a manner meaningful to public health nursing practice.
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Affiliation(s)
- Jessica Castner
- Administration, Castner Incorporated, Grand Island, New York
| | | | - Martin Castner
- Administration, Castner Incorporated, Grand Island, New York
- David B. Falk College of Sport and Human Dynamics, College of Arts and Sciences, Castner Incorporated, Syracuse University, Syracuse, New York
| | - Karen A Monsen
- University of Minnesota School of Nursing, Minneapolis, Minnesota
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45
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Ogilvie SJ, Beierwaltes P, Verchota G, Lee S, Eggenberger S. Family Interviews Inform School-based Nursing for Children with Type 1 Diabetes and their Families. J Sch Nurs 2023:10598405231170686. [PMID: 37098415 DOI: 10.1177/10598405231170686] [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: 04/27/2023] Open
Abstract
The purpose of this study was to better understand the burden(s) associated with type 1 diabetes mellitus (T1DM) on school-aged youth and families and subsequently identify strategies school nurses can adopt to reduce the impact of this disease. Family interviews (n = 5 families, comprised of 15 individual participants) were conducted using a semi-structured interview guide to further explore family members' experiences with T1DM. Directed content analysis was employed for theme identification. Themes reflect individual and family struggles, the importance of teamwork within families, navigating barriers, and facing uncertainty. Select themes provided the impetus for the development of a school-based program directed toward youth and families with T1DM. Plans include developing educational content plus therapeutic conversations with a focus on communication, care coordination, cognition, problem-solving, and strength-building. An emphasis will be placed on participant-directed program content with peer support for youth with T1DM and family members.
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Affiliation(s)
- Sarah J Ogilvie
- School of Nursing, Minnesota State University - Mankato, Mankato, MN, USA
| | - Patricia Beierwaltes
- School of Nursing, Minnesota State University - Mankato, Mankato, MN, USA
- Health Commons at Pond, Bloomington, MN, USA
| | - Gwen Verchota
- School of Nursing, Minnesota State University - Mankato, Mankato, MN, USA
| | - Seonhwa Lee
- Department of Human Development and Family Science, Syracuse University, Syracuse, NY, USA
| | - Sandra Eggenberger
- MSU Graduate and Professional Education Center, Minnesota State University - Mankato, Edina, MN, USA
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46
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Merkle SL, Welton M, van Zyl A, Chong M, Tanner A, Rose CE, Hertz M, Hill L, Leroy ZC, Sifre K, Thomas ES. Symptoms of Depression, Anxiety, and Post-Traumatic Stress Disorder, and Suicidal Ideation Among School Nurses in Prekindergarten through Grade 12 Schools - United States, March 2022. J Sch Nurs 2023; 39:114-124. [PMID: 36315836 PMCID: PMC9988285 DOI: 10.1177/10598405221131048] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
School nurses are integral to creating safe environments in U.S. schools. Many experienced increased work burden and stress during the COVID-19 pandemic. CDC collaborated with the National Association of School Nurses and the National Association of State School Nurse Consultants to distribute a 121-item online, anonymous survey to school nurses nationwide during March 7-30, 2022. Among the 7,971 respondents, symptoms of depression, anxiety and PTSD, and suicidal ideation were measured, and prevalence ratios were used to identify associations with demographics, workplace characteristics, and support. Results found high levels of work-related stressors and indicated that employment characteristics, COVID-19-related job duties, and other workplace stressors and supports affected school nurse mental health. The survey findings underscore the mental health challenges many school nurses experienced during the 2021/2022 school year. The findings can inform supportive policies and practices to reduce workplace stressors and increase workplace supports for school nurses.
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Affiliation(s)
- Sarah L Merkle
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,National Center for Environmental Health, CDC, Atlanta, GA, USA
| | - Michael Welton
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,G2S Corporation, San Antonio, TX, USA
| | - André van Zyl
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,4ES Corporation, San Antonio, TX, USA
| | - Muhling Chong
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,G2S Corporation, San Antonio, TX, USA
| | - Andrea Tanner
- 233071National Association of School Nurses, Silver Spring, MA, USA
| | - Charles E Rose
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,National Center for Birth Defects and Developmental Disabilities, CDC, Atlanta, GA, USA
| | - Marci Hertz
- Division of Adolescent and School Health, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, CDC, Atlanta, GA, USA
| | - Laura Hill
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,Division of Preparedness and Emerging Infections, National Center for Emerging and Zoonotic Infectious Diseases, CDC, Atlanta, GA, USA
| | - Zanie C Leroy
- Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion, CDC, Atlanta, GA,USA
| | - Katlynn Sifre
- COVID-19 Response, 1242CDC, Atlanta, GA, USA.,G2S Corporation, San Antonio, TX, USA
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47
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Maughan ED, Thompson ME, Walsh CA, Issa A, Lin JMS. Feasibility Assessment of a School Nurse-Led Approach Using Chronic Absenteeism to Establish the School-Based Active Surveillance Process. J Sch Nurs 2023; 39:105-113. [PMID: 36540020 DOI: 10.1177/10598405221144259] [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: 12/24/2022] Open
Abstract
This article shares what was learned from the feasibility assessment of a nurse-led school-based active surveillance (SBAS) pilot to track chronic absenteeism using myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) as an exemplar. This pilot encompassed a 3-year period with training and feedback from school nurses (SNs) on data collection and ME/CFS. SNs found that the SBAS process helped them effectively identifying undiagnosed conditions. The assessment revealed the importance of focusing outreach efforts and establishing relationships with the school leadership in developing health policies and programs in the school setting. The pilot data were used to develop a manual to guide SNs for the SBAS process. This can be viewed as a model for SNs in establishing a surveillance to identify and track conditions like ME/CFS. With overlapping symptoms of Long COVID to ME/CFS, this assessment may provide insights for additional efforts to understand the impact of Long COVID on students' education.
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Affiliation(s)
- Erin D Maughan
- 233071National Association of School Nurses, Silver Spring, Maryland, USA
| | | | - Carol A Walsh
- 233071National Association of School Nurses, Silver Spring, Maryland, USA
| | - Anindita Issa
- 1242National Center for Emerging and Zoonotic Infectious Diseases, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Jin-Mann S Lin
- 1242National Center for Emerging and Zoonotic Infectious Diseases, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
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48
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Mæland LH, Oftedal BF, Kristoffersen M. What school nurses receive for themselves that influences their remaining in practice: A qualitative study. BMC Nurs 2023; 22:77. [PMID: 36949449 PMCID: PMC10031878 DOI: 10.1186/s12912-023-01229-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 03/03/2023] [Indexed: 03/24/2023] Open
Abstract
BACKGROUND Previous research indicates a link between what nurses receive for themselves and their remaining in practice. In Norway, school nurses tend to remain in practice, but what it is they receive for themselves has been scarcely studied. The aim of this study, therefore, was to describe and interpret what it is school nurses receive for themselves that influences their remaining in practice. METHOD The study has a qualitative design with a hermeneutic approach. Data were collected through individual interviews on two separate occasions with 15 Norwegian school nurses. The data were analysed using a phenomenological hermeneutic method. RESULTS Two themes demonstrate what it is the school nurses receive for themselves: (1) 'Gaining interesting workdays for yourself' and (2) 'Attaining pleasure for yourself'. Each theme has two sub-themes. The first theme involved the school nurses 'having an attractive scope of practice' and 'having varied tasks'. The second theme involved 'being trusted' and 'being given a response'. The study themes can be comprehensively understood as an expression of what the school nurses identify as the main locus of the good work-life. The school nurses' remaining seems to revolve around what it is they receive on their own behalf: an affirmation for their ordinary life and what they do as a nurse. CONCLUSION This study highlights that what school nurses receive on their own behalf may influence their remaining in practice. It adds to previous research with a more specific understanding of nurses remaining in practice by stating that in identifying the main locus of the good work-life, the school nurses received affirmation for their ordinary life and what they do as a nurse. Thus, it is important that nurses identify the main locus of a good work-life for themselves, as receiving affirmation for what they do in their ordinary workdays may influence their remaining in practice. REGISTRATION OF CLINICAL TRIAL AND REGISTRATION IDENTIFICATION NUMBER: The study was approved by the Norwegian Centre for Research Data (project 59195). National Research Ethics Committee approval was not required, as the study only involved health professionals and did not ask for sensitive information.
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Affiliation(s)
- Linda Horne Mæland
- Faculty of Health Science, University of Stavanger, PO Box 8600, 4036, Forus, Stavanger, Norway.
| | - Bjørg Frøysland Oftedal
- Faculty of Health Science, University of Stavanger, PO Box 8600, 4036, Forus, Stavanger, Norway
| | - Margareth Kristoffersen
- Faculty of Health Science, University of Stavanger, PO Box 8600, 4036, Forus, Stavanger, Norway
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49
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McCabe EM, Best NC. The Significance of Social Development Support in Schools: The Critical Role of School Nurses. NASN Sch Nurse 2023; 38:62-64. [PMID: 36214099 DOI: 10.1177/1942602x221128227] [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: 02/22/2023]
Abstract
The growth of social development entails a progression where youth learn to interact with those around them. This manuscript provides interventions school nurses may use to incorporate social development into their daily practice and interactions with students. Social-emotional skills are pivotal to children's and adolescents' health, well-being, and academic success. Healthy social development can lead to improved self-confidence and better social relationships and have long-term benefits into adulthood. There is still much to learn about how the COVID-19 pandemic has affected the social development of children and adolescents. Nevertheless, school personnel, including the school nurse, must collaborate to support students, families, and each other to cultivate an environment that connects social development with education, health, and well-being.
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Affiliation(s)
- Ellen M McCabe
- Clinical Assistant Professor, New York University, New York City, NY
| | - Nakia C Best
- Assistant Professor, University of California, Irvine, CA
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50
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Hoskote AR, Croce E, Johnson KE. The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review. J Sch Nurs 2023; 39:51-71. [PMID: 35019803 DOI: 10.1177/10598405211068120] [Citation(s) in RCA: 13] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023] Open
Abstract
School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.
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Affiliation(s)
- Ashwini R Hoskote
- Robert Wood Johnson Foundation Future of Nursing Scholar, 12330University of Texas at Austin School of Nursing
| | - Emily Croce
- 12330The University of Texas at Austin School of Nursing; Dell Children's Medical Group, Austin, TX
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