scholarly journals Potentials of school nursing for strengthening health literacy: a 2017/18 German longitudinal survey

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
E de Buhr ◽  
A Tannen
Keyword(s):  
Public Schools ◽  
Health Literacy ◽  
Expert Knowledge ◽  
School Setting ◽  
School Nurses ◽  
West Germany ◽  
School Nursing ◽  
Health Awareness ◽  
Relative Contribution ◽  
Short Period

Abstract Background Health literacy (HL) plays a key role in explaining health disparities. School nurses provide health related expert knowledge and skills within the school setting. A positive effect on the HL of children but also their teachers and parents is assumed and supported by some research but gaps persist in the available data. Methods As part of a pilot school nursing project, which placed school nurses in 28 public schools in two German states, all teachers, parents and students (11+ years) attending the schools were invited to participate in a 2017 baseline (T0) and 2018 follow-up (T1) survey. Adult HL was measured using the HLS-EU-Q16 and child HL with the HLSAC. Bi- and multivariate analyses were carried out. Results Comparing T0 and T1, HL scores improved in all populations. In East Germany (Brandenburg), the percentage of teachers with problematic or inadequate HL decreased from 56.6 (N = 173) to 51.5 (N = 173) and among parents from 45.7 (N = 1719) to 43.2 (N = 1080). In West Germany (Hessen), the percentage of teachers with problematic or inadequate HL also decreased, from 43.7 (N = 201) to 42.2 (N = 263), and among parents from 42.2 (N = 2013) to 34.9 (N = 1251). The percentage of children that scored in the moderate or high HL brackets increased from 77.9 (N = 898) to 82.2 (N = 736) in Brandenburg and from 84.9 (N = 1379) to 86.5 (N = 1487) in Hessen. There were strong statistical relationships between child/parental HL and child health behaviors in all datasets. The T0 and T1 comparison showed some improvements over time. The presence of school nurses in public schools seemed to increase health awareness, thus contributing to a “healthy school.” After a short period (18 months) and despite a rather nonspecific spectrum of interventions, the HL of all relevant target groups improved. Further research is needed to quantify the relative contribution of the school nurses to improvements in HL, for example, by implementing a HL curriculum in a controlled setting. Key messages The presence of a school nurse seemed to increase health awareness contributing to a “healthy school.” After 18 months of intervention, the health literacy of children, parents and teachers improved.

scholarly journals Reimagining School Nursing: Lessons Learned From a Virtual School Nurse

2021 ◽  
pp. 1942602X2199643
Author(s):  
Bill Marrapese ◽  
Jenny M. Gormley ◽  
Kristen Deschene
Keyword(s):  
Public Schools ◽  
Virtual World ◽  
School Nurses ◽  
Virtual Schools ◽  
Lessons Learned ◽  
Virtual School ◽  
School Nursing ◽  
Job Description ◽  
Brick And Mortar ◽  
Ongoing Support

The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

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.

The Relevance of Standards of Professional School Nursing Practice

2005 ◽  
Vol 21 (5) ◽  
pp. 293-298 ◽  
Author(s):  
Susan K. Rice ◽  
Diana L. Biordi ◽  
Richard A. Zeller
Keyword(s):  
Public Schools ◽  
Rural Areas ◽  
Nursing Practice ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Caucasian Woman ◽  
Nursing Experience ◽  
Perceived Relevance ◽  
Nurses Knowledge

This descriptive correlational study assessed school nurses’ knowledge of and perceived relevance of the Standards of Professional School Nursing Practice. Of the 1,162 Ohio school nurses sent questionnaires, 345 returned usable questionnaires (30%). The typical respondent was a 50-year-old Caucasian woman with 24 years of nursing experience, 12 years of school nursing experience, and a caseload of 3 public schools serving 1,500 students. Factors that positively related to the school nurses’ knowledge and perceptions of the relevance of the standards were age, advanced degree preparation, school nursing experience, and practicing in a metropolitan area. Factors that negatively related to knowledge and perceived relevance were practicing in a rural area and caseload of special needs students. Standards of practice provide a mechanism for defining and supporting practice roles for nurses. Thus, it is important to increase awareness and use of the standards, especially among school nurses practicing in rural areas.

Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne-Cathrin Hoppe-Herfurth ◽  
Birgit Burkhardt ◽  
Nancy John ◽  
Ludwig Bilz
Keyword(s):  
Health Promotion ◽  
Health Literacy ◽  
School Setting ◽  
Health Awareness ◽  
Occupational Groups ◽  
Content Type ◽  
Health Value ◽  
School Year ◽  
Intervention Measures ◽  
Starting Point

PurposeTeachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs.Design/methodology/approachIn the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg.FindingsTeachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress.Originality/valueWhile there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.

Perceptions of School Nurses Regarding Obesity in School-Age Children

2005 ◽  
Vol 21 (2) ◽  
pp. 86-93 ◽  
Author(s):  
Pamela Moyers ◽  
Linda Bugle ◽  
Elaine Jackson
Keyword(s):  
Public Schools ◽  
Childhood Obesity ◽  
Parental Support ◽  
School Setting ◽  
Active Role ◽  
School Nurses ◽  
School Age Children ◽  
School Age ◽  
Congressional District ◽  
Perceptions Of School

Obesity is epidemic in the nation’s school-age population with African American and Hispanic children and adolescents specifically at risk. School nurses at elementary and middle public schools in the Missouri 8th Congressional District were surveyed regarding their perceptions of childhood obesity. School nurses supported preventive interventions and were knowledgeable of the risks of childhood obesity but were less accepting of treatment and counseling for obese children in the school setting. One third of the school nurses did not recommend treatment for weight loss, and half of the nurses provided overweight children with counseling and referral only when parents asked for help. Perceptions of school nurses regarding childhood obesity identified in this study included the following: (a) counseling for obesity is difficult, (b) parental support is lacking, and (c) competence in providing counseling is low. These perceptions are barriers to school nurses taking a more active role in the prevention and treatment of childhood obesity.

Reading Nursing Research: Easy as ABCD

2003 ◽  
Vol 19 (6) ◽  
pp. 326-329 ◽  
Author(s):  
Kathleen Frame ◽  
Lynn Kelly
Keyword(s):  
Professional Practice ◽  
Nursing Practice ◽  
Research Study ◽  
School Setting ◽  
Daily Practice ◽  
Research Process ◽  
School Nurses ◽  
School Nursing ◽  
Evidence Based ◽  
Straightforward Method

Professional practice is built on sound knowledge specific to each discipline. This knowledge is developed and validated through a process of scientific investigation or research. However, lack of knowledge about the research process acts as a barrier to applying evidence-based practice within the school setting. Understanding the components that make up a research study facilitates critical analysis and application in school nursing practice. This article describes a straightforward method for analyzing research studies, enabling school nurses to understand and apply current research in their daily practice.

Medication Administration Practices in Pennsylvania Schools

2006 ◽  
Vol 22 (3) ◽  
pp. 148-155 ◽  
Author(s):  
Michelle Ficca ◽  
Dorette Welk
Keyword(s):  
Public Schools ◽  
School Nurse ◽  
Medication Administration ◽  
School Nurses ◽  
School Nursing ◽  
Over The Counter ◽  
Policies And Procedures ◽  
Recommendations For Practice ◽  
Question Survey ◽  
Licensing Laws

As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.

scholarly journals School Nursing and Public Health: The Case for School Nurse Investigators and Contact Tracing Monitors of COVID-19 Patients in Massachusetts

2020 ◽  
Vol 35 (6) ◽  
pp. 327-331
Author(s):  
Elizabeth A. Flaherty
Keyword(s):  
Population Health ◽  
Policy Making ◽  
School Setting ◽  
School Nurse ◽  
School Nurses ◽  
Emergency Planning ◽  
School Nursing ◽  
Contact Tracing ◽  
The Many ◽  
Inform Decision Making

School nurses across Massachusetts and the nation rose to the challenges presented by the pandemic of the coronavirus disease 2019 (COVID-19). One of the many ways in which school nurses responded to the pandemic was to work in collaboration with their Local Boards of Health in a variety of capacities. The essential functions of a school nurse uniquely prepare them for the roles of case investigators and contact tracing monitors as a means to ensure population health. In addition to both individual and population health within the school setting, school nurses are effective partner in emergency planning and can help inform decision making and policy making within communities.

A Mentoring Program for New School Nurses

2003 ◽  
Vol 19 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Connie Houghton
Keyword(s):  
School Setting ◽  
First Aid ◽  
School Nurses ◽  
School Nursing ◽  
Mentoring Program ◽  
New School ◽  
Social And Emotional ◽  
Nursing Services ◽  
Level Of Satisfaction ◽  
Specialized Education

Until recent years, school nursing practice consisted mainly of screenings and first aid. However, the changing health, social, and emotional needs of children in the school setting have brought about an expansion of school nursing services. Now school nurses must not only perform routine first aid and screenings, but they must also carry out independent health assessments, monitor various medications, counsel students from troubled homes, collaborate with their educational partners, and complete numerous reports. Historically, school nurses began their careers with little specialized education or orientation. However, with the increased demands in school nursing, it is important to guide, advise, and mentor new school nurses so they can reach a level of competency and confidence more quickly. In this descriptive study, new school nurses were asked to indicate their level of satisfaction with the School Nurse-Mentoring Program. The findings of this study indicate that a mentoring program for new school nurses results in increased career satisfaction, a higher level of competency, and health benefits for the students being served.

Continuing Education: A National Imperative for School Nursing Practice

2006 ◽  
Vol 22 (1) ◽  
pp. 2-8 ◽  
Author(s):  
Victoria Vought-O’Sullivan ◽  
Nancy K. Meehan ◽  
Pamela A. Havice ◽  
Rosanne H. Pruitt
Keyword(s):  
Continuing Education ◽  
Leadership Skills ◽  
School Setting ◽  
School Nurses ◽  
School Nursing ◽  
Health Care Needs ◽  
Clinical Knowledge ◽  
Care Needs ◽  
Age Appropriate ◽  
Competency Based

Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner’s theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.

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