Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236 ◽  
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

Identification of Desired Outcomes for School Nursing Practice

2003 ◽  
Vol 19 (6) ◽  
pp. 344-350 ◽  
Author(s):  
Janice Selekman ◽  
Patricia Guilday
Keyword(s):  
School Health ◽  
Nursing Practice ◽  
Community Outreach ◽  
Cost Effective ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Prevention Measures ◽  
National Meeting

The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

Excellence in School Nursing Practice: Developing a National Perspective on School Nurse Competencies

2002 ◽  
Vol 18 (5) ◽  
pp. 277-285 ◽  
Author(s):  
Nichole Bobo ◽  
Virginia W. Adams ◽  
Leslie Cooper
Keyword(s):  
Academic Success ◽  
Nursing Practice ◽  
Well Being ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Entry Level ◽  
National Perspective ◽  
Work Done

Developing a national position on competencies for school nurses can directly in-fluence professional practice, which ultimately affects the well-being and academic success of students. Collaboration between national experts, such as school nurse educators and school nurse consultants, interested in moving this development forward is key. Closely aligning the work done by the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the Standards of Professional School Nursing Practice provides a framework to carry the school nurse competency initiative forward. Continued competency development will provide guidance for the academic programs that design curricula to prepare school nurses and for the practice settings that hire school nurses.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

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.

A New Framework for School Nurse Self-Reflection and Evaluation

2019 ◽  
Vol 35 (1) ◽  
pp. 35-42
Author(s):  
Robin Landes Wallin ◽  
Susan Rothman
Keyword(s):  
Clinical Practice ◽  
21St Century ◽  
Nursing Practice ◽  
School Nurse ◽  
Position Statement ◽  
School Nurses ◽  
School Nursing ◽  
Self Reflection ◽  
Standards Of Practice ◽  
New Framework

The purpose of this article is to demonstrate how the Framework for 21st Century School Nursing Practice™ can provide a structure for evaluation using the School Nursing: Scope and Standards of Practice (3rd ed.), thus allowing the school nurse and school nurse evaluators to gain a better understanding of school nursing practice. According to NASN’s Position Statement Supervision and Evaluation of the School Nurse, standards should be used to evaluate the clinical practice of school nurses. Our project accomplishes this integration of the Framework, the standards, and the evaluation of school nursing practice.

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.

Shaping Your Practice and Changing Mindsets: Framework for 21st Century School Nursing Practice™

2018 ◽  
Vol 33 (4) ◽  
pp. 236-238 ◽  
Author(s):  
Keyword(s):  
Nursing Education ◽  
21St Century ◽  
Best Practice ◽  
Nursing Practice ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Continuing Nursing Education ◽  
Nursing Activity ◽  
Graphic Illustration

NASN’s Framework for 21st Century School Nursing Practice™ (the Framework) provides a graphic illustration of the key principles of professional school nursing practice, reflects NASN’s stance for evidence-based best practice and provides a focus when prioritizing school nursing activity. In order to ensure fidelity of the Framework and to provide professional development for school nurses, NASN is embarking on an exciting new project: Focus on the Framework, a series of five Continuing Nursing Education (CNE) modules, along with a certificate of proficiency in the Framework, which will be earned after the completion of all five modules and the successful completion of a culminating activity. We invite your feedback and suggestions as the certificate process is developed.

Identification of Workload Measurement Indicators for School Nursing Practice

2020 ◽  
pp. 105984052094683
Author(s):  
Beth E. Jameson ◽  
Lori S. Anderson ◽  
Patricia Endsley
Keyword(s):  
School Districts ◽  
Delphi Study ◽  
Nursing Practice ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Workload Measurement ◽  
Care Processes ◽  
Nurse Workload ◽  
Nationally Representative

Many school districts rely on caseload or student to school nurse ratios that are not grounded in evidence-based research. There is a need for a comprehensive workload instrument to describe the work of school nurses that incorporates the complexities of the role and includes acuity, care processes, and social determinants of health. The purpose of this qualitative study was to identify workload activities from a previous Delphi study that can be empirically measured as items for a workload instrument. A nationally representative sample of 27 school nurses participated in four focus groups, describing activities important to the measurement of workload. Focus group input resulted in identification and confirmation of workload activities that impact school nurse workload. Use of the National Association of School Nurses’ Framework for 21st Century School Nursing Practice™ was integral in capturing gaps and important workload activities for a potential workload instrument.

Administrator Leadership Styles and Their Impact on School Nursing

2017 ◽  
Vol 33 (1) ◽  
pp. 36-39 ◽  
Author(s):  
Charles R. Davis
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Program Implementation ◽  
School Nurse ◽  
School Nurses ◽  
Professional Staff ◽  
School Nursing ◽  
Professional School ◽  
Immediate Supervisor ◽  
Day To Day Operations

In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator’s leadership style not only sets the tone for the day-to-day operations in the school but also impacts the school nurse functioning and program implementation. This article reviews the three most common types of leadership styles as defined by Kurt Lewin—laissez-faire, democratic, and coercive/authoritarian—and their potential impact on school nursing practice. In addition, the article provides recommendations for school nurses for successful practice with regard to supervisor leadership styles.

Moving Upstream From the Individual to the Community: Addressing Social Determinants of Health

2020 ◽  
Vol 35 (3) ◽  
pp. 152-157
Author(s):  
Lisa A. Campbell ◽  
Laura Anderko
Keyword(s):  
Social Determinants Of Health ◽  
21St Century ◽  
Social Determinants ◽  
Nursing Practice ◽  
Population Level ◽  
School Nurses ◽  
Determinants Of Health ◽  
School Nursing ◽  
Policies And Programs ◽  
The Individual

School nurses are often the primary health professional promoting children’s health—and address not just individuals, but communities. This article, featuring the key principle of community/public health, is the first in a series focusing on The Framework for 21st Century School Nursing Practice™ and presents a case study on asthma and air quality issues comparing the more traditional individual approaches to health (labeled downstream and midstream) with population-level approaches (labeled upstream). Through collaboration with key community stakeholders, school nurses can successfully implement policies and programs to address social determinants of health and, in turn, improve the health of the entire community. As we look to advance school nursing and support best practices, concentrating on population-level, upstream approaches align with recommendations outlined in the Framework for 21st Century School Nursing Practice™.

Sign in / Sign up

Export Citation Format

Share Document