The Number of Students Sent Home by School Nurses Compared to Unlicensed Personnel

2008 ◽  
Vol 24 (5) ◽  
pp. 290-297 ◽  
Author(s):  
Nicole Pennington ◽  
Elizabeth Delaney
Keyword(s):  
United States ◽  
Academic Success ◽  
School Health ◽  
School Attendance ◽  
School Nurse ◽  
The United States ◽  
School Nurses ◽  
Full Time ◽  
School Employees ◽  
School Employee

Many schools across the United States do not have a full-time school nurse, resulting in care being provided by unlicensed school employees when children are sick or injured at school. The purpose of this study was to determine if there was a difference in the number of students sent home when ill or injured based on who assessed the student in the school health office—a school nurse or an unlicensed school employee. Findings indicated that 5% of students seen by the school nurse were sent home and 18% of students seen by an unlicensed school employee were sent home. This study suggests that more students could be kept in school when school nurses provide assessment and interventions aimed at helping students who become ill or injured while at school, thus increasing school attendance and promoting academic success. These findings also support the need for a school nurse in every school.

Public School Nursing Practice in the United States

2018 ◽  
Vol 34 (3) ◽  
pp. 232-244 ◽  
Author(s):  
Mayumi A. Willgerodt ◽  
Douglas M. Brock ◽  
Erin D. Maughan
Keyword(s):  
United States ◽  
Public School ◽  
Nursing Practice ◽  
Practice Patterns ◽  
School Nurse ◽  
The United States ◽  
School Nurses ◽  
School Level ◽  
School Nursing ◽  
Full Time

School nursing practice has changed dramatically over the past 20 years, yet few nationally representative investigations describing the school nursing workforce have been conducted. The National School Nurse Workforce Study describes the demographic and school nursing practice patterns among self-reported public school nurses and the number and full-time equivalent (FTE) positions of all school nurses in the United States. Using a random sample stratified by public/private, region, school level, and urban/rural status from two large national data sets, we report on weighted survey responses of 1,062 public schools. Additional questions were administered to estimate the school nurse population and FTEs. Findings reported illustrate differences by strata in public school nurse demographics, practice patterns, and nursing activities and tasks. We estimate approximately 132,300 self-identified practicing public and private school nurses and 95,800 FTEs of school nurses in the United States. Research, policy, and school nursing practice implications are discussed.

Step Up & Be Counted! Strategies for Data Collection

2017 ◽  
Vol 32 (6) ◽  
pp. 356-360 ◽  
Author(s):  
Kathleen H. Johnson ◽  
Erin D. Maughan ◽  
Martha Dewey Bergren ◽  
Linda C. Wolfe ◽  
Jessica Gerdes
Keyword(s):  
United States ◽  
School Districts ◽  
Data Collection ◽  
School Health ◽  
Health Resources ◽  
The United States ◽  
School Nurses ◽  
Annual Conference ◽  
State Data ◽  
Innovative Project

Step Up & Be Counted! (Step Up!) is an innovative project to collect nationally standardized data from the daily documentation of school nurses throughout the United States. Step Up! provides the standardization needed to promote an “apples to apples” analysis of school health resources, interventions, and outcomes across the United States. While some states have collected data for decades and have an effective infrastructure in place, other states are new to data collection and are creating processes to support data collection. Designated State Data Champions have volunteered to collect aggregated de-identified data from school districts throughout their state. The following is a discussion of some of the data collection innovations shared by Designated State Data Champions at the 2017 NASN Annual Conference.

Finding Fit: School Nurses Lead the Way in the Development of Employee Wellness Program

2018 ◽  
Vol 34 (4) ◽  
pp. 205-209
Author(s):  
Jasmine Wood ◽  
Althea Huggins ◽  
Lisa Clausen ◽  
Stefani Lailari
Keyword(s):  
Public Schools ◽  
Academic Success ◽  
School Environment ◽  
School Health ◽  
School Nurses ◽  
School Nursing ◽  
Employee Wellness ◽  
Wellness Program ◽  
School Employees ◽  
Employee Wellness Program

School nurses are in a unique position to monitor and influence not only the health of students but also the health of school employees. The National Association of School Nurses (NASN) provides support and evidence-based best practice guidelines for the specialty practice of school nursing. NASN’s Framework for 21st Century School Nursing Practice™ provides a road map for a healthy and safe school environment. With a focus on student health and academic success, the framework also aligns with the whole school, whole community, whole child model to provide a collaborative structure to learning and health. Both models are student centered and include family, the school community, and school employees. A group of school nurses from the Alexandria City Public Schools (ACPS) in Alexandria, Virginia, attended the Johnson and Johnson School Health Leadership Program and were challenged to create sustainable change in their community. Their goal was to develop a plan for the school division that would affect employee wellness and ultimately improve student achievement and educational outcomes. This article will describe the current ACPS Employee Wellness Program, Finding Fit, and the strategies and tools used to develop the program.

scholarly journals The Impact of Alcohol Consumption on Academic Success and Athletic Identity in Collegiate Student-Athletes

2020 ◽  
Vol 6 (2) ◽  
pp. 84-106
Author(s):  
Zoe Arnold
Keyword(s):  
United States ◽  
Academic Success ◽  
Alcohol Consumption ◽  
Student Athletes ◽  
Athletic Identity ◽  
The United States ◽  
Division I ◽  
Full Time ◽  
Chi Square Analysis ◽  
The Impact

Upon entering college in the United States, students are exposed to alcohol and, relatedly, the potentially dangerous experiences and effects that come with consuming alcohol. This is especially true for collegiate student-athletes, who have been found to have the highest consumption rate among student groups on campus. The purpose of the study was to understand the relationship between how student-athletes at a focus university, a Division I member of the National Collegiate Athletic Association, experience alcohol consumption, how their consumption affects their academic grade point average (GPA), and how athletic identity plays a role in their experiences. While the research focuses on this one university, the findings are congruent with similar studies which focused on other colleges and/or the American college experience as a whole. Due to the large number of student-athletes in collegiate athletics, understanding and examining the correlation between alcohol consumption and the effect it has on academic success can be beneficial for multiple entities within a college dynamic. Survey data was collected from current student-athletes at a mid-sized Division I college in the Midwestern region of the United States. From this data, chi-square analysis showed that female student-athletes had statistically higher GPA than males, and a substantial sum of overall participants binge-drank during their last drinking occasion, and on both game and non-game days. A majority of respondents identify more with being a full-time athlete than being a full-time student. Results provide validity to past research studies, and allow for understanding to why student-athletes are at a higher risk of binge drinking. Practical implications and limitations are noted. Suggestions for future research include a larger sample from a variety of different universities, and understanding motivations between specific sports for academic success and alcohol consumption. Keywords: alcohol consumption, identity, gender, sport, culture, academics

scholarly journals Do United States’ Teachers Know and Adhere to the National Guidelines on Asthma Management in the Classroom? A Systematic Review

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Yudilyn Jaramillo ◽  
Marina Reznik
Keyword(s):  
United States ◽  
Systematic Review ◽  
School Teacher ◽  
Asthma Management ◽  
The United States ◽  
School Nurses ◽  
Future Research ◽  
Classroom Teachers ◽  
Full Time ◽  
Inclusion Criteria

Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI) has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms “asthma management,” “teacher(s),” “school teacher,” and “public school.” The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US). From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.

A Nationwide Survey of COVID-19 Testing in LGBTQ+ Populations in the United States

2021 ◽  
pp. 003335492110181
Author(s):  
Richard J. Martino ◽  
Kristen D. Krause ◽  
Marybec Griffin ◽  
Caleb LoSchiavo ◽  
Camilla Comer-Carruthers ◽  
...  
Keyword(s):  
United States ◽  
Gay Men ◽  
Antibody Test ◽  
Nationwide Survey ◽  
The United States ◽  
Sociodemographic Characteristics ◽  
Full Time ◽  
Test Results ◽  
Antibody Testing ◽  
And Gender

Objectives Lesbian, gay, bisexual, transgender, or queer and questioning (LGBTQ+) people and populations face myriad health disparities that are likely to be evident during the COVID-19 pandemic. The objectives of our study were to describe patterns of COVID-19 testing among LGBTQ+ people and to differentiate rates of COVID-19 testing and test results by sociodemographic characteristics. Methods Participants residing in the United States and US territories (N = 1090) aged ≥18 completed an internet-based survey from May through July 2020 that assessed COVID-19 testing and test results and sociodemographic characteristics, including sexual orientation and gender identity (SOGI). We analyzed data on receipt and results of polymerase chain reaction (PCR) and antibody testing for SARS-CoV-2 and symptoms of COVID-19 in relation to sociodemographic characteristics. Results Of the 1090 participants, 182 (16.7%) received a PCR test; of these, 16 (8.8%) had a positive test result. Of the 124 (11.4%) who received an antibody test, 45 (36.3%) had antibodies. Rates of PCR testing were higher among participants who were non–US-born (25.4%) versus US-born (16.3%) and employed full-time or part-time (18.5%) versus unemployed (10.8%). Antibody testing rates were higher among gay cisgender men (17.2%) versus other SOGI groups, non–US-born (25.4%) versus US-born participants, employed (12.6%) versus unemployed participants, and participants residing in the Northeast (20.0%) versus other regions. Among SOGI groups with sufficient cell sizes (n > 10), positive PCR results were highest among cisgender gay men (16.1%). Conclusions The differential patterns of testing and positivity, particularly among gay men in our sample, confirm the need to create COVID-19 public health messaging and programming that attend to the LGBTQ+ population.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

The American Academy of Pediatrics POLICY STATEMENT

2003 ◽  
Vol 19 (3) ◽  
pp. 127-129 ◽  
Keyword(s):  
Health Services ◽  
School Health ◽  
School Nurse ◽  
Professional Preparation ◽  
School Nurses ◽  
Policy Statement ◽  
School Health Services ◽  
Care Needs ◽  
Special Health Care ◽  
Special Health

The school nurse has a crucial role in the provision of school health services. This statement describes the school nurse as a member of the school health services team and its relation to children with special health care needs. Recommendations for the professional preparation and education of school nurses also are provided.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

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