School Nurses’ Experiences, Concerns, and Knowledge of Growth Disorders in Children: Development of a Monograph

2002 ◽  
Vol 18 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Janet K. Williams ◽  
Ann Marie McCarthy ◽  
Helga Bragadottir ◽  
David Reed
Keyword(s):  
Health Care ◽  
Psychosocial Adjustment ◽  
Behavioral Problems ◽  
School Personnel ◽  
School Nurses ◽  
School Age Children ◽  
Growth Disorders ◽  
Care Plans ◽  
Growth Assessment ◽  
Nurses Knowledge

Growth disorders may be associated with difficult psychosocial adjustment, learning problems, and specific health risks. Appropriate school health programming relies on school nurses who are skilled in growth assessment, management of psychosocial and behavioral problems, and effective communication with school personnel, children, families, and health care resources. A monograph and model individualized healthcare plans were developed for growth disorders in school-age children as an educational resource for school nurses. Knowledge of growth disorders among nurses receiving the monograph was evaluated in a random sample of 336 school nurses, members of the National Association of School Nurses. Knowledge of growth assessment and individualized health care plans for children with specific growth disorders was significantly higher in the group of school nurses who received the monograph. Specific obstacles to implementing school-based health care for children with growth disorders are discussed.

scholarly journals Management of food allergy in the school setting

2020 ◽  
Vol 2 (1) ◽  
pp. 104-107
Author(s):  
Christina M. Huddleston ◽  
Kirsten M. Kloepfer ◽  
Jay J. Jin ◽  
Girish V. Vitalpur
Keyword(s):  
Food Allergy ◽  
Learning Environment ◽  
Safety Concern ◽  
School Personnel ◽  
Primary Care Providers ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
Care Providers ◽  
Care Plans

Food allergy is a growing health and safety concern that affects up to 8% of school-age children. Because children spend a significant part of their day in school, and the overall number of school-age children with food allergy has been increasing, management of food allergies relies on the collaboration of allergists, families, and schools to treat and prevent acute allergic reactions. For schools, this involves policies centered on food allergen avoidance, preparedness with epinephrine autoinjectors, adequate school personnel training, and accommodations for an equal opportunity learning environment. Partnerships with allergists, primary care providers, students, families, school nurses, and school staff are vital for creating individualized and effective care plans that will allow all children, including those with food allergies, a safe and nurturing learning environment.

Can Individualized Health Care Plans Help Increase Continence in Children With Dysfunctional Elimination Syndrome?

2009 ◽  
Vol 25 (5) ◽  
pp. 333-341 ◽  
Author(s):  
Anne Boisclair-Fahey
Keyword(s):  
Teacher Support ◽  
School Nurses ◽  
School Support ◽  
School Age Children ◽  
Health Plans ◽  
Care Plans ◽  
Individual Health ◽  
Dysfunctional Elimination Syndrome ◽  
Treatment Plans ◽  
Question Survey

School-age children with dysfunctional elimination syndrome (DES) do not always have school support for their treatment plans, including an every 2-hr voiding schedule. The objective of this study was to increase school support of treatment plans by allowing access to bathrooms, thereby improving continence. An eight-question survey about bathroom access at schools was given to parents at baseline. The author contacted school nurses requesting that treatment plans be incorporated into individual health plans (IHPs) with teacher support of the IHP. Six weeks later, school nurses were contacted and parents completed a postintervention survey to determine whether IHPs were supported by teachers. Voiding diaries were used to document continence. Seventeen parents completed the survey at baseline, and 13 children were enrolled in the intervention. After the intervention, 100% of the children had IHPs and teacher support of treatment plans. Ninety-two percent had increased continence. IHPs improved teacher support of children’s treatment plans and improved their continence.

Parents’ Perspectives on Homelessness And Its Effects on The Educational Development of Their Children

2003 ◽  
Vol 19 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Rita I. Morris ◽  
Rachael A. Butt
Keyword(s):  
Educational Development ◽  
School Personnel ◽  
School Nurses ◽  
Study Data ◽  
School Age Children ◽  
School Age ◽  
Homeless Families ◽  
Parental Responsibility ◽  
Multiple Factors ◽  
Semistructured Interviews

This qualitative study explored parents’ perceptions of how their homelessness affected the development and academic achievement of their children. Grounded theory with symbolic interactionism was the framework for this study. Data were collected through semistructured interviews with 34 homeless families in a variety of settings. Multiple factors were found, including unstable relationships, abuse and violence, abdication of parental responsibility, poor parenting models, and resilient children. The findings present a case for supportive educational services for homeless school-age children. School nurses play a dual role. They can ensure that school personnel and resource providers understand the culture of homelessness, and they can develop and implement innovative programs for parents and school personnel to help homeless children.

A World Wide Web-Based Health Resource

2000 ◽  
Vol 16 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Jean A. Bachman ◽  
Patricia Flatley Brennan ◽  
Timothy B. Patrick ◽  
Marjorie Cole
Keyword(s):  
Health Care ◽  
World Wide Web ◽  
Health Information ◽  
School Children ◽  
World Wide ◽  
School Nurses ◽  
Information Resources ◽  
Elementary And Secondary Education ◽  
Care Plans ◽  
Health Information Resources

Two hundred ninety-two school nurses in Missouri participated in a mailed survey to aid in the design of SchoolhealthLink a World Wide Web (WWW)–based information service for Missouri school nurses and children. The nurses identified specific health information resources likely to benefit school nurses and school children and prioritized these resources. The school nurses assigned high priority to 11 types of health information resources: individualized health care plans, emergency care plans, communicable disease control plans, acute illness, injuries, communicable diseases, hotline numbers, medications in schools, immunization protocols and standards, community-based health care resources, and Department of Elementary and Secondary Education regulations that affect school nurse practice. The four most common health problems school nurses identified were asthma, attention deficit disorder, diabetes, and head lice. SchoolhealthLink will provide a one-stop WWW-based resource for school nurses and school children.

Managing Chronic Health Needs in Child Care and Schools

2009 ◽  
Keyword(s):  
Health Care ◽  
Behavioral Problems ◽  
Signs And Symptoms ◽  
Medication Administration ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Care Plans ◽  
Special Health

This all-new guide provides resources and strategies to help care for children with chronic medical conditions and special health care needs in the community and school setting. Covers a spectrum of chronic illnesses, acute situations, and selected developmental and behavioral problems, with a special emphasis on children with special health care needs. Includes more than 35 condition-specific quick reference fact sheets, signs and symptoms, when to call emergency services, medication administration, and ready-to-use sample forms and care plans.

Bereavement Support for Children

2007 ◽  
Vol 23 (1) ◽  
pp. 34-39 ◽  
Author(s):  
Mary Jo Auman
Keyword(s):  
Behavioral Problems ◽  
School Administration ◽  
School Nurses ◽  
Stressful Events ◽  
School Age Children ◽  
Bereavement Support ◽  
Loved One ◽  
Death Of A Parent ◽  
Adult Lives ◽  
Psychiatric Problems

The death of a parent is one of the most significant and stressful events children can encounter. Surviving children may experience psychiatric problems and social dysfunction during their childhood and possibly throughout their adult lives. Children surviving a sibling’s death may develop behavioral problems, because no one can fill the emptiness that remains in their lives, especially if their relationship was close. It is vital to recognize the trauma experienced by children who have suffered the loss of a loved one. Adults need to know when a grieving child needs help. Literature supports the need for education and counseling for grieving children. School nurses can be instrumental in meeting these needs for school-age children by performing early, comprehensive assessments, educating school administration regarding the benefits of bereavement support, initiating appropriate referrals, and providing bereavement support.

Using Expanded Individualized Health Care Plans to Assist Teachers of Students With Complex Health Care Needs

2004 ◽  
Vol 20 (3) ◽  
pp. 150-160 ◽  
Author(s):  
Kathryn Wolff Heller ◽  
Jennifer Tumlin
Keyword(s):  
Health Care ◽  
Special Education ◽  
Special Education Teachers ◽  
Individualized Education Program ◽  
School Nurses ◽  
Care Plan ◽  
Care Needs ◽  
Healthy Environment ◽  
Care Plans ◽  
Care Problems

As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.

Interprofessional Education: Application of Interprofessional Education Collaborative Core Competencies to School Settings

2019 ◽  
Vol 4 (2) ◽  
pp. 269-274 ◽  
Author(s):  
Denise A. Ludwig ◽  
Marie R. Kerins
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Core Competencies ◽  
School Personnel ◽  
School Age Children ◽  
Preparation Programs ◽  
School Based ◽  
Special Education Process ◽  
Education Process

Purpose Changes in both health care and education systems have placed a greater emphasis on collaboration among professionals engaged with both systems who serve populations of school-age children presenting with neurological conditions, developmental disability, or health needs. Interprofessional education (IPE) has been recognized as an essential component of preprofessional education of health care professionals. The Interprofessional Education Collaborative core competencies often used by preprofessional health care programs can be adapted for preprofessional preparation of individuals working in the education system. Conclusion This IPE framework is described revealing similarities and differences between health care settings and education settings and then applied to the special education process for school-based professionals. Implications for incorporating IPE outcomes into preprofessional preparation programs for school personnel are discussed.

Caring for Student-Athletes Following a Concussion

2009 ◽  
Vol 25 (4) ◽  
pp. 270-281 ◽  
Author(s):  
Sarah K. Piebes ◽  
Meganne Gourley ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Health Care ◽  
School Personnel ◽  
Recovery Process ◽  
School Nurses ◽  
Day School ◽  
Student Athlete ◽  
Optimal Care ◽  
Increased Risk ◽  
School Day ◽  
Impact Syndrome

The school nurse plays a dynamic role in the care and treatment of a concussed athlete. Concussions in the adolescent populations are of special concern due to their potential impact on mental development and cognitive function, as well as an increased risk of serious complications including second impact syndrome. The complexity of a concussion requires collaboration between of a variety of health care and school personnel to create an optimal situation for the student-athlete and their family. As the primary health care provider for students during the school day, school nurses can help ensure all necessary steps are taken to aid the recovery of an injured student-athlete. It is important that school nurses are up-to-date on current concussion information to allow for optimal care following injury and during the recovery process.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

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