School Nurses’ Experiences With Medication Administration

2003 ◽  
Vol 19 (5) ◽  
pp. 281-287 ◽  
Author(s):  
Michael W. Kelly ◽  
Ann Marie McCarthy ◽  
Matthew J. Mordhorst
Keyword(s):  
Focus Groups ◽  
Comparative Method ◽  
School Setting ◽  
Medication Administration ◽  
School Nurses ◽  
Self Administration ◽  
Local School ◽  
Written Comments ◽  
Medication Administration Errors ◽  
Constant Comparative Method

This article reports school nurses’ experiences with medication administration through qualitative analyses of a written survey and focus groups. From a random sample of 1,000 members of the National Association of School Nurses, 649 (64.9%) school nurses completed the survey. The quantitative data from the survey were presented previously. However, 470 respondents provided written comments on the survey. Comments on the eight items that had the most written comments were qualitatively analyzed. In addition, to clarify information obtained from the surveys, two focus groups with local school nurses were conducted. A constant comparative method of analysis was used, and results were combined from the two data sources. The combined analyses resulted in six final categories of concern: (a) delegation of medication administration, (b) comfort with delegation, (c) self-administration of medication, (d) medication administration errors, (e) storage of medication, and (f) administration policies. The findings suggest that school nurses across the country have similar concerns regarding the administration of medications in the school setting.

Lessons Learned: One Experience With Focus Groups in a School Setting

2005 ◽  
Vol 21 (3) ◽  
pp. 158-163 ◽  
Author(s):  
Barbara J. Patterson ◽  
Lynn E. Kelly
Keyword(s):  
Focus Groups ◽  
Low Income ◽  
School Achievement ◽  
School Setting ◽  
Research Process ◽  
School Nurses ◽  
Lessons Learned ◽  
Open Communication ◽  
Diverse Range ◽  
Focus Group Research

Focus group research is an effective way for school nurses to gain knowledge about a diverse range of issues that children in schools may face. It is a means to gather information about perceptions, feelings, points of view, and manners of thinking from a group of individuals about a specific topic. This article overviews focus groups as a research methodology and describes an experience of using them to gain information about low-income caretakers’ knowledge of childhood nutrition. Several important lessons were learned from this study. These included the need to be flexible during the research process, to be creative in recruitment strategies, to maintain open communication with all the involved parties, and to share enthusiasm for the study. Learning more about children and their families can assist school nurses in planning and implementing interventions that enhance health and school achievement.

School Nurses’ Experience With Administration of Rectal Diazepam Gel for Seizures

2007 ◽  
Vol 23 (3) ◽  
pp. 166-169 ◽  
Author(s):  
Christine O’Dell ◽  
Kathryn O’Hara
Keyword(s):  
Early Intervention ◽  
School District ◽  
School Setting ◽  
Medication Administration ◽  
School Nurses ◽  
Scope Of Practice ◽  
Rectal Diazepam ◽  
State Practice ◽  
Acute Seizure ◽  
Rectal Medication

The purpose of this study was to determine school nurses’ knowledge of state and school district policies, their experience regarding the administration of rectal diazepam gel in the school, and the perceived benefits and barriers of providing this treatment. Four hundred nineteen nurses responded to a survey conducted during the National Association of School Nurses Annual Meeting. Seventy-one (18%) nurses surveyed had administered rectal diazepam gel in a school setting, while 54 (13%) nurses reported that either their state practice act or school district prohibited them from giving rectal medications in the school. Medication administration benefits, such as early intervention for treatment of acute seizure emergencies, were noted. Barriers were also identified, with lack of privacy as the most frequently listed. Scope of practice as it pertains to administering medication in the school and the extent to which delegation of duties can be used in the situation of administering rectal medication in a seizure emergency remain issues for school nurses.

scholarly journals Medication Use in Schools: Current Trends, Challenges, and Best Practices

2020 ◽  
Vol 25 (1) ◽  
pp. 7-24
Author(s):  
Susan M. Butler ◽  
Elizabeth A. Boucher ◽  
Jennifer Tobison ◽  
Hanna Phan
Keyword(s):  
Best Practices ◽  
Policy Development ◽  
School Setting ◽  
Medication Use ◽  
Medical Personnel ◽  
Medication Administration ◽  
Self Administration ◽  
Disease States ◽  
Current Trends ◽  
Medical Emergencies

There are a significant number of students on maintenance medications for chronic diseases or with diagnoses that may result in medical emergencies requiring administration of medications in school. With passing of legislation in all 50 states allowing self-administration of emergency medications for allergic reactions and asthma, the landscape of medication use in schools is changing. These changes have raised questions about the need for legislation or policy development relating to self-carrying and self-administration of medications for other disease states, undesignated stock of emergency medications, and administration of medications by non-medical personnel. Medication administration in the school setting has become a complex issue, and this review will discuss current legislation related to medication use in schools and provide best practices for administering medications to children and adolescents while at school.

scholarly journals Understanding Students’ Experiences in Their Own Words: Moving Beyond a Basic Analysis of Student Engagement

2015 ◽  
Vol 45 (2) ◽  
pp. 60-80
Author(s):  
Arch Wong
Keyword(s):  
Student Engagement ◽  
Focus Groups ◽  
Lived Experiences ◽  
Qualitative Data ◽  
Comparative Method ◽  
Related Data ◽  
Constant Comparative Method ◽  
Student Focus ◽  
Theological School ◽  
School Survey

This study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Student Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through student focus groups. The analysis of the qualitative data was conducted using the constant comparative method developed by Glaser and Strauss. The study concludes with recommendations for improving student engagement.  

Exemplars' Experience of Self-Managing Type 2 Diabetes

1998 ◽  
Vol 24 (3) ◽  
pp. 325-330 ◽  
Author(s):  
Geraldine C. Ellison ◽  
Kathleen M. Rayman
Keyword(s):  
Type 2 Diabetes ◽  
Qualitative Study ◽  
Focus Groups ◽  
Comparative Method ◽  
Analysis Data ◽  
Self Management ◽  
Constant Comparative Method ◽  
Field Notes ◽  
Study Participants

The purpose of this qualitative study was to explore the experience of learning self-management among women with type 2 diabetes. The 17 study participants were nominated as exemplars of self-management by diabetes experts. Data were generated from four structured focus groups, clinic records of participants, and investigator field notes. Using the constant comparative method of analysis , data were examined for patterns and themes. Analysis revealed that participants moved through three distinct phases of learning to manage diabetes. Movement through phases was heralded by identifiable transitional events. The three phases — management-as-rules, management-as-work, and management-as-living — are described as a model by which healthcare practitioners and educators can better understand the socioclinical aspects in self-management of type 2 diabetes.

Non-custodial grandparent caregiving in Chinese families: implications for family dynamics

2014 ◽  
Vol 9 (4) ◽  
pp. 307-318 ◽  
Author(s):  
Cynthia Leung ◽  
Barbara Fung
Keyword(s):  
Focus Groups ◽  
Family Dynamics ◽  
Comparative Method ◽  
Chinese Families ◽  
Content Type ◽  
Constant Comparative Method ◽  
Custodial Care ◽  
Training Programmes ◽  
Grandparent Caregiving ◽  
Practical Implications

Purpose – The purpose of this paper is to understand the needs and experiences of Chinese families where grandparents were involved in the non-custodial care of their grandchildren. Design/methodology/approach – In total five grandparent focus groups and three parent focus groups were conducted. The data were analysed using the constant comparative method. Findings – Though most grandparents enjoyed their grandparent roles, there were differences in the perception of the grandparent role between grandparents and parents. Both grandparents and parents reported intergenerational conflicts on the management of the grandchildren, which was distressing for both parties. Practical implications – It was suggested that grandparent training programmes might be a viable strategy to support families. Originality/value – The study provided insights into family dynamics in the context of grandparent caregiving, child development, as well as children's services.

Emergency Management of Seizures in the School Setting

2007 ◽  
Vol 23 (3) ◽  
pp. 158-165 ◽  
Author(s):  
Christine O’Dell ◽  
Kathryn O’Hara ◽  
Sarah Kiel ◽  
Kathleen McCullough
Keyword(s):  
Emergency Treatment ◽  
Treatment Plan ◽  
School Setting ◽  
School Personnel ◽  
Critical Issue ◽  
Medication Administration ◽  
School Nurses ◽  
Emergency Department Visits ◽  
Rectal Medication ◽  
Treatment Plans

Effective seizure management in the school setting is a critical issue for students with seizures, as well as their parents, classmates, and school personnel. The unpredictable nature of seizures and the potential outcomes of experiencing a seizure in school are sources of anxiety for students with seizures. The ability to respond appropriately to a seizure is of concern to parents and school personnel. Implementation of a seizure emergency treatment plan empowers school personnel to quickly treat the child. Diazepam rectal gel is commonly used in seizure emergency treatment plans. It is safe and effective in terminating seizures and reduces the time to treatment and the need for emergency department visits when used in the school setting, and can be administered by medical and delegated to trained nonmedical personnel. School nurses should be aware of the laws and professional recommendations that pertain to rectal medication administration in schools for optimal emergency seizure management.

scholarly journals Infant Feeding in Newfoundland and Labrador, Canada: Perceptions and Experiences of Maternal Grandmothers

2016 ◽  
Vol 25 (4) ◽  
pp. 223-231 ◽  
Author(s):  
Felicie Young ◽  
Laurie Twells ◽  
Rhonda Joy ◽  
Leigh Anne Newhook ◽  
Janet Murphy Goodridge ◽  
...  
Keyword(s):  
Data Analysis ◽  
Focus Groups ◽  
Infant Feeding ◽  
Newfoundland And Labrador ◽  
Comparative Method ◽  
Constant Comparative Method ◽  
Constant Comparative

ABSTRACTThe purpose of this study was to examine the primary factors that influenced grandmothers’ choices of infant feeding and to explore the role that grandmothers feel they played in their daughters’ choices about infant feeding. Twenty-two maternal grandmothers who bottle fed their children and whose daughters also bottle fed their babies were recruited to participate in 4 focus groups and/or 2 interviews. Using the constant comparative method of data analysis, 3 themes emerged that described how grandmothers felt about their infant feeding experiences: “powerlessness,” “modesty,” and “ambivalence.” These themes and their implications are discussed in this article.

scholarly journals Secondary Computer Science Teachers’ Pedagogical Needs

2020 ◽  
Vol 4 (1) ◽  
pp. 33-52
Author(s):  
Olgun Sadik ◽  
Anne Ottenbreit-Leftwich ◽  
Thomas Brush
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Comparative Method ◽  
Management Strategies ◽  
School Setting ◽  
The United States ◽  
After School ◽  
Student Centered ◽  
Constant Comparative Method ◽  
After School Program

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

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