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.

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.

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 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.

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.

scholarly journals Medical Cannabis and School: Separating Fact From Fiction

2019 ◽  
Vol 35 (1) ◽  
pp. 43-48
Author(s):  
MaryAnn Tapper Strawhacker
Keyword(s):  
Public Schools ◽  
Mechanism Of Action ◽  
Nursing Practice ◽  
Medical Marijuana ◽  
Federal Funding ◽  
School Nurses ◽  
School Nursing ◽  
Medical Cannabis ◽  
Federal Laws ◽  
Drug Free

The majority of states have legalized medical marijuana (MM) despite its Federal Schedule 1 designation as an illegal substance. Public schools must comply with Drug Free Workplace laws or risk the loss of federal funding. To address the conflict between state and federal laws regulating MM, the National Association of School Nurses issued a position brief in January 2019. The accompanying article introduces the Cannabis/Marijuana Position Brief and provides guidance for school nurses who encounter a student treated with MM. Topics addressed include background implications of federal marijuana and hemp law, mechanism of action for MM, Epidiolex overview, current research regarding efficacy of MM for common qualifying conditions, and implications for school nursing practice.

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.

School nurses keep on shining during the pandemic

2020 ◽  
Vol 1 (5) ◽  
pp. 249-250
Author(s):  
Sharon White
Keyword(s):  
Nursing Practice ◽  
School Nurses ◽  
The Body ◽  
School Nursing ◽  
Nursing Research ◽  
Effect Change

There have been great examples of school nursing practice so far during the pandemic, which in turn have led to increase in workforce commissions. However, to truly effect change we need to grow the body of school nursing research and evidence, Sharon White explains

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.

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.

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