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.

School nurses on the ‘other’ front line

2021 ◽  
Vol 2 (4) ◽  
pp. 205-206
Author(s):  
Sharon White
Keyword(s):  
Young People ◽  
School Nurses ◽  
The Other ◽  
School Nursing ◽  
Vulnerable Groups ◽  
Front Line ◽  
Children And Young People ◽  
Nursing Services ◽  
Management Processes ◽  
The Impact

Sharon White discusses the recent changes to school nursing services to reflect the need for stronger risk management processes and an awareness of vulnerable groups of children and young people, as well as her admiration of school nurses as she shares personal anecdotes of the impact she has seen school nurses make to the lives of children, young people and their families

School nurses' mental health-care provision in Wales: The risk and protective factors

2019 ◽  
Vol 14 (9) ◽  
pp. 429-433
Author(s):  
Sally Star
Keyword(s):  
Mental Health ◽  
Universal Screening ◽  
Emotional Health ◽  
School Nurses ◽  
School Nursing ◽  
Health Care Provision ◽  
Care Provision ◽  
Children And Young People ◽  
Nursing Services ◽  
Health Disorders

It is estimated that 10-20% of children and young people worldwide experience mental and emotional health disorders. This article will outline how Welsh school nursing services can employ universal screening to increase awareness of the risk factors involved in children's mental and emotional health disorders and suggests methods to improve individual empowerment and resilience.

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.

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.

COVID-19: School nursing services and continuity of care

2020 ◽  
Vol 1 (2) ◽  
pp. 70-71
Author(s):  
Sharon White
Keyword(s):  
Continuity Of Care ◽  
School Nurses ◽  
School Nursing ◽  
School Closures ◽  
Nursing Services

As a result of the pandemic and the ensuing measures, including school closures and staff redeployment, school nurses have had to quickly respond and adapt their services to ensure that they could provide continuity of care. Sharon White explains

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.

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.

Use of Evidence-Based Practice in School Nursing: Survey of School Nurses at a National Conference

2009 ◽  
Vol 25 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Susan Adams
Keyword(s):  
Evidence Based Practice ◽  
School Setting ◽  
Organizational Factors ◽  
School Nurse ◽  
School Nurses ◽  
Outcome Evaluation ◽  
School Nursing ◽  
Evidence Based ◽  
Factors Associated ◽  
National School

Primary and acute care settings are the focus of a concerted effort to implement evidence-based practice (EBP) in health care; yet, little attention has been given to use of EBP among school nurses. The aims of this study were to (a) describe current use of EBP among school nurses attending a national school nurse conference, (b) describe demographic, individual, and organizational factors associated with EBP use, and (c) identify resources needed to enhance EBP use. A survey designed for this study was distributed during a national school nurse conference. Descriptive statistics, correlations, and independent t tests were used to analyze respondent data regarding the current level of EBP use, awareness, skills, and information sources. Respondents also identified resources needed to increase use of EBP, which included networking opportunities, predeveloped EBP guidelines, and education on outcome evaluation. The results from this study will be used to develop strategies to increase the use of EBP in the school setting.

The Frontline Health Care Workers in Schools: Health Equity, the Distribution of School Nurses, and Student Access

2021 ◽  
pp. 105984052110242
Author(s):  
Trevor Gratz ◽  
Dan Goldhaber ◽  
Mayumi Willgerodt ◽  
Nate Brown
Keyword(s):  
Protective Role ◽  
School Nurses ◽  
School Nursing ◽  
Pediatric Care ◽  
Rural Districts ◽  
Student Access ◽  
Nursing Services ◽  
Care Workers ◽  
Racial Ethnic ◽  
Allocation Decisions

The extent to which observed disparities in access to primary pediatric care are mirrored in student access to school nursing services is unknown. Using school employment records, we linked 1,346 nurses to school districts serving 1,141,495 students in Washington state. The percentage of students who are Black is negatively associated with the student-to-nurse ratio, while the percentage of students eligible for free-or-reduced-price lunch is positively associated, and relative to urban districts, rural districts have higher student-to-nurse ratios. Disparities in access to school nursing services mirror access gaps for pediatric care along socioeconomic status and geography. The increased number of nurses working in districts with more racial/ethnic minority students may play a protective role and ameliorate access gaps observed in pediatric primary care. States can likely use existing employment and licensing data to understand where school nurses work and therefore guide resource allocation decisions.

Sign in / Sign up

Export Citation Format

Share Document