Enteral tube feedings in the school setting: Teaching school nurses via telemedicine

2001 ◽  
Vol 101 (9) ◽  
pp. A-34
Author(s):  
M. Anderson
Keyword(s):  
School Setting ◽  
School Nurses

School Nurses on the Front Lines of Medicine: Take a BREATH: The Approach to a Student With Respiratory Distress

2017 ◽  
Vol 33 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Morgann Loaec ◽  
Robert P. Olympia
Keyword(s):  
Emergency Department ◽  
Respiratory Distress ◽  
Respiratory Symptoms ◽  
School Setting ◽  
School Nurses ◽  
Initial Assessment ◽  
Level Of Care ◽  
Primary Health ◽  
Life Threatening

Students presenting with varying degrees of respiratory symptoms and distress occur commonly in the school setting. It is important to develop a differential diagnosis for respiratory distress, to initiate stabilization of the student with life-threatening symptoms, and to triage these students to an appropriate level of care (back to the classroom, home with their guardian with follow up at their primary health care provider’s office, or directly to the closest emergency department via Emergency Medical Services). This article describes the initial assessment and management of a student presenting with respiratory distress.

Tooth Avulsion in the School Setting

2005 ◽  
Vol 21 (5) ◽  
pp. 279-282 ◽  
Author(s):  
Cheryl A. Krause-Parello
Keyword(s):  
Periodontal Ligament ◽  
School Setting ◽  
School Personnel ◽  
School Nurse ◽  
School Nurses ◽  
After School ◽  
Tooth Avulsion ◽  
Dental Emergency ◽  
Dental Injuries

Tooth avulsions occur when a tooth is displaced from its socket. Tooth avulsions are common dental injuries that may occur before, during, or after school. Therefore, it is essential that school nurses be well prepared to intervene when such a dental emergency arises. It is also imperative that school nurses and school personnel are fully equipped to manage a tooth avulsion. Time is of the essence when attempting to save an avulsed tooth. The goal is to successfully reinsert the avulsed tooth and to preserve the periodontal ligament. The school nurse is responsible for implementing the appropriate actions needed to save the avulsed tooth.

Motivational Interviewing: A Communication Tool to Promote Positive Behavior Change and Optimal Health Outcomes

2020 ◽  
Vol 35 (6) ◽  
pp. 344-351
Author(s):  
Vickie Z. Beckwith ◽  
Jennifer Beckwith
Keyword(s):  
Behavior Change ◽  
Motivational Interviewing ◽  
School Setting ◽  
School Nurses ◽  
Communication Style ◽  
Therapeutic Modality ◽  
Communication Tool ◽  
Collaborative Communication ◽  
Conversational Style ◽  
Optimal Health

Motivational interviewing (MI) is a collaborative communication style that can be integrated into everyday practice to improve conversations and serve as a catalyst for behavior change. This article reviews the fundamental principles and basic skills of MI. It discusses how MI has evolved from a therapeutic modality to a conversational style, applicable in the school setting and specifically for school nurses. The article provides an overview of how MI can be used by school nurses, challenges they may face, and resources to support implementation.

A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting

2001 ◽  
Vol 17 (4) ◽  
pp. 213-217 ◽  
Author(s):  
Darlene English ◽  
Marilyn Marcontel
Keyword(s):  
Public Schools ◽  
Nursing Students ◽  
Clinical Experience ◽  
School Health ◽  
Learning Experience ◽  
School Setting ◽  
Student Nurses ◽  
School Nurses ◽  
Staff Nurse ◽  
Clinical Experiences

For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.

Developing a Nursing Protocol for Over-the-Counter Medications in High School

2003 ◽  
Vol 19 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Lucinda Mejdell Awbrey ◽  
Sandra M. Juarez
Keyword(s):  
High School ◽  
School Districts ◽  
School Setting ◽  
School Personnel ◽  
School Nurses ◽  
Over The Counter ◽  
Nursing Knowledge ◽  
Development And Utilization ◽  
Ready To Learn ◽  
Legal Guidelines

Management of medications in school is one of the critical roles that school nurses carry out in the school setting. In recent years, parents have come to question the medication procedures that school districts follow. Parents question why a physician’s order is required for school personnel to provide over-the-counter (OTC) medications to their child at school. How do school districts balance the safety of students with the needs of parents wanting their children to have access to OTC medications at school? Following legal guidelines helps to reduce the risk for school nurses. Through the development and utilization of Nursing Standardized Protocols, high school nurses are able to provide nonprescription analgesics for specific common student complaints such as noninjury headaches and dysmenorrhea. On the basis of nursing knowledge and judgment, school nurses provide this service, which results in students returning to class quickly, feeling better, and being ready to learn.

A Survey of School Nurses’ Perceptions of Complementary, Alternative, and Integrative Therapies

2018 ◽  
Vol 35 (4) ◽  
pp. 256-261 ◽  
Author(s):  
Grace Lartey ◽  
Lizbeth P. Sturgeon ◽  
Dawn Garrett-Wright ◽  
Umar Y. Kabir ◽  
Susan Eagle
Keyword(s):  
Current Practice ◽  
Conventional Medicine ◽  
School Setting ◽  
School Nurses ◽  
Survey Study ◽  
Limited Information ◽  
State School ◽  
Cross Sectional ◽  
Nurses Perceptions ◽  
Integrative Therapies

Complementary, alternative, and integrative therapies (CAIs) involve the use of practices outside of mainstream, conventional medicine. Few studies have been conducted on nurses’ perception and knowledge of CAI therapies. There is limited information on the protocols school nurses must follow in their practice on CAI use. The purpose of this study is to assess school nurses’ perception and knowledge of CAI therapies. A cross-sectional, nonexperimental survey study design was used, and participants were sampled with a cross-sectional convenience method. Members of four state School Nurses Associations were invited to participate in the study. Of the 290 participants, 100% of certified school nurses and 63% of non-certified school nurses believed CAI therapies have a place in their current practice (χ2 = 1.83, df = 1, p < .05). The study found that school nurses believe CAI therapies have a role in the school setting; however, the participants were not comfortable with assessing and administering these therapies.

Depression Screening in the School Setting: Identification of the Depressed Adolescent

2017 ◽  
Vol 32 (6) ◽  
pp. 364-370 ◽  
Author(s):  
Wan Ching Law ◽  
Rachel McClanahan ◽  
Penny C. Weismuller
Keyword(s):  
Adolescent Depression ◽  
Screening Tool ◽  
School Setting ◽  
Well Being ◽  
School Nurses ◽  
Depression Screening ◽  
Lead Author ◽  
Evidence Based ◽  
Depressed Adolescent ◽  
Patient Health

Adolescent depression is a silent epidemic in this country. Untreated depression has detrimental effects on physical health, psychosocial well-being, and academic productivity. It is important for school nurses to be able to recognize depression and refer students promptly for treatment. This article and its associated learning module will provide school nurses with updated information on adolescent depression, discuss barriers in depression screening, use of the PHQ-9 (Patient Health Questionaire-9 Item) as an evidence-based depression screening tool in the educational setting, and the important role of school nurses in depression screening. It is anticipated that by increasing awareness and knowledge about adolescent depression and providing training in the use of an evidence-based screening tool, school nurses will have greater confidence in identifying and referring students in need. (A free online depression screening education module developed by the lead author is available at https://sites.google.com/view/depressionscreeningtraining .)

Caring for the Student With Wolff-Parkinson-White Syndrome

2009 ◽  
Vol 25 (5) ◽  
pp. 327-332 ◽  
Author(s):  
Patricia G. Prenni
Keyword(s):  
School Environment ◽  
School Setting ◽  
School Nurses ◽  
Safe School ◽  
White Syndrome ◽  
Know How ◽  
Education School ◽  
Abnormal Increase ◽  
Cardiac Condition ◽  
Wolff Parkinson White Syndrome

Wolff-Parkinson-White syndrome is a cardiac condition in which an extra electrical pathway within the heart causes an abnormal increase in heart rate. It affects one to three people of every 1,000 people worldwide, occurring more often in males. Diagnosis usually occurs during young adulthood, so it is important for school nurses to be familiar with the condition. Prophylactic treatments, as well as surgical intervention to permanently block the extra pathway, are options for people with Wolff-Parkinson-White syndrome. Tachycardia associated with Wolff-Parkinson-White syndrome can occur occasionally even when prophylactic treatment is administered. School nurses must know how to properly assess and treat episodes of tachycardia that may occur in the school setting. With proper education, school nurses can help provide a safe school environment for students with Wolff-Parkinson-White syndrome and promote successful academic achievement.

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