Can Individualized Health Care Plans Help Increase Continence in Children With Dysfunctional Elimination Syndrome?

2009 ◽  
Vol 25 (5) ◽  
pp. 333-341 ◽  
Author(s):  
Anne Boisclair-Fahey
Keyword(s):  
Teacher Support ◽  
School Nurses ◽  
School Support ◽  
School Age Children ◽  
Health Plans ◽  
Care Plans ◽  
Individual Health ◽  
Dysfunctional Elimination Syndrome ◽  
Treatment Plans ◽  
Question Survey

School-age children with dysfunctional elimination syndrome (DES) do not always have school support for their treatment plans, including an every 2-hr voiding schedule. The objective of this study was to increase school support of treatment plans by allowing access to bathrooms, thereby improving continence. An eight-question survey about bathroom access at schools was given to parents at baseline. The author contacted school nurses requesting that treatment plans be incorporated into individual health plans (IHPs) with teacher support of the IHP. Six weeks later, school nurses were contacted and parents completed a postintervention survey to determine whether IHPs were supported by teachers. Voiding diaries were used to document continence. Seventeen parents completed the survey at baseline, and 13 children were enrolled in the intervention. After the intervention, 100% of the children had IHPs and teacher support of treatment plans. Ninety-two percent had increased continence. IHPs improved teacher support of children’s treatment plans and improved their continence.

School Nurses’ Experiences, Concerns, and Knowledge of Growth Disorders in Children: Development of a Monograph

2002 ◽  
Vol 18 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Janet K. Williams ◽  
Ann Marie McCarthy ◽  
Helga Bragadottir ◽  
David Reed
Keyword(s):  
Health Care ◽  
Psychosocial Adjustment ◽  
Behavioral Problems ◽  
School Personnel ◽  
School Nurses ◽  
School Age Children ◽  
Growth Disorders ◽  
Care Plans ◽  
Growth Assessment ◽  
Nurses Knowledge

Growth disorders may be associated with difficult psychosocial adjustment, learning problems, and specific health risks. Appropriate school health programming relies on school nurses who are skilled in growth assessment, management of psychosocial and behavioral problems, and effective communication with school personnel, children, families, and health care resources. A monograph and model individualized healthcare plans were developed for growth disorders in school-age children as an educational resource for school nurses. Knowledge of growth disorders among nurses receiving the monograph was evaluated in a random sample of 336 school nurses, members of the National Association of School Nurses. Knowledge of growth assessment and individualized health care plans for children with specific growth disorders was significantly higher in the group of school nurses who received the monograph. Specific obstacles to implementing school-based health care for children with growth disorders are discussed.

Young Adults’ Perspectives of Childhood Food Allergies: Implications for School Nurses

2021 ◽  
pp. 105984052110190
Author(s):  
Abigail Anderson ◽  
Elizabeth M. Combs ◽  
Sheila Hurst ◽  
Cynthia F. Corbett
Keyword(s):  
Young Adults ◽  
South Carolina ◽  
School Nurses ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
University Of South Carolina ◽  
Social Lives ◽  
Qualitative Descriptive ◽  
The University

The primary goal of this study was to examine young adults’ perspectives about the effects of their food allergies (FAs) on their social lives from school-age to young adulthood. Young adults aged 18–21 ( n = 10) at the University of South Carolina were interviewed. A qualitative descriptive method to find themes and commonalities from transcribed interviews was used for data analysis. Identified themes were (1) feeling different and being isolated, (2) strategies for managing feeling different and being isolated, (3) strategies for managing safety, and (4) acceptance of myself and by others. School-age children attributed the school lunch allergy table as contributing to social isolation. Additionally, participants described feeling different and concerns about safety. Strategies to mitigate those experiences were identified by participants. Implications for children with FAs, their parents, school nurses, and other education and health professionals who work with children are presented.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

Long COVID—The New “Invisible” Illness: How School Nurses Can Support the Nursing and Educational Teams for Student Success

2021 ◽  
pp. 1942602X2110594
Author(s):  
Megan Roesler ◽  
Patricia Fato ◽  
Barbara Obst
Keyword(s):  
School Nurses ◽  
School Age Children ◽  
Return To School ◽  
School Age ◽  
Long Term Effects ◽  
Persistent Symptoms ◽  
School Based ◽  
School Based Interventions ◽  
The Waves

School-age children are not immune to COVID-19 or the pronounced and persistent symptoms associated with a long-COVID diagnosis. Students may present with a variety of symptoms affecting their physical, cognitive, and mental health. The school community should be educated on the school-based interventions and recommendations for creating an individualized safe and successful return to school plan. As we await approval for vaccinations in school-age children younger than 12 years and continue to reposition ourselves to the waves of this pandemic and new variants of the virus, understanding the medical and educational long-term effects on our students may be a long-term need.

scholarly journals Using Youth Risk Behavior Survey Data to Create Change: A Guide for 21st-Century School Nurses

2019 ◽  
Vol 35 (1) ◽  
pp. 20-23
Author(s):  
Virginia A. Reising ◽  
Heide Cygan
Keyword(s):  
Risk Behavior ◽  
Quality Care ◽  
School Nurses ◽  
School Age Children ◽  
Youth Risk Behavior Survey ◽  
Student Centered ◽  
Complex Needs ◽  
Use Of Data ◽  
Youth Risk Behavior ◽  
Source Of Information

To meet the diverse and complex needs of school-age children, school nurses must practice student-centered, evidence-based, and quality care. As school nurses look to increase the use of data within their practice, the Youth Risk Behavior Survey (YRBS) is an essential source of information about adolescent behaviors that contribute to leading causes of morbidity and mortality. Results from the YRBS are available at the national, state and, in some cases, school district and county level. In addition to providing an overview of the YRBS survey, this article will guide readers on how to implement the survey, access results, and apply the findings within their student population. The use of these data aids nurses who act as leaders within the school community.

Students’ intentions to use PBWorks: a factor-based PLS-SEM approach

2019 ◽  
Vol 120 (7/8) ◽  
pp. 489-504 ◽  
Author(s):  
Eddie W.L. Cheng ◽  
Samuel K.W. Chu ◽  
Carol S.M. Ma
Keyword(s):  
Secondary Schools ◽  
Technology Acceptance ◽  
Latent Variables ◽  
Teacher Support ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
School Support ◽  
Content Type ◽  
E Learning

Purpose Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool). Design/methodology/approach The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model. Findings The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects. Originality/value This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.

Development of a Skin Cancer Prevention Program

2003 ◽  
Vol 19 (2) ◽  
pp. 89-92 ◽  
Author(s):  
Grace Hatmaker
Keyword(s):  
Skin Cancer ◽  
Cancer Prevention ◽  
Prevention Program ◽  
Sun Exposure ◽  
School Nurses ◽  
Premature Aging ◽  
Skin Cancer Prevention ◽  
School Age Children ◽  
Ultraviolet Rays ◽  
Cancer Prevention Program

The Centers for Disease Control and Prevention (CDC) now categorizes skin cancer as epidemic. Nearly 90% of these deadly cancers start from sun exposure during the childhood years. This makes sun exposure in school-age children a serious public health risk, also one that school nurses can address. Solar radiation is now classified as a “known human carcinogen,” with ultraviolet rays joining the ranks of other known cancer-causing elements such as tobacco, arsenic, and radon. Sun exposure to unprotected skin results in painful burns, premature aging, cataracts, and weakened immune systems. School nurses can use the new CDC guidelines along with other local and state resources to develop a specific skin cancer prevention program for their schools. They are in a pivotal position to partner with students, parents, administrators, teachers, and coaches to reduce the occurrence of skin cancer in children. The article describes one high school’s skin cancer prevention project.

Awareness of Providers' Use of New Medical Technology Among Private Health Care Plans in the United States

1996 ◽  
Vol 12 (2) ◽  
pp. 367-376 ◽  
Author(s):  
Neil R. Powe ◽  
Claudia A. Steiner ◽  
Gerard F. Anderson ◽  
Abhik Das
Keyword(s):  
Health Care ◽  
New Technology ◽  
The United States ◽  
Health Plans ◽  
Private Health Care ◽  
For Profit ◽  
Care Plans ◽  
Billing Code ◽  
Profit Status ◽  
Medical Directors

AbstractIn a national survey of medical directors at 231 U.S. private health care plans that cover over two thirds of the privately insured population, we studied whether medical directors are aware when a new technology, such as laser therapy, is being used in procedures for which claims are submitted, the factors alerting them to such use, and the factors prompting them to make a specific coverage decision for the technology. We also examined possible associations between health plans' characteristics (HMO versus indemnity, size, profit status, and time in operation) and their medical directors' awareness of the use of technologies, factors alerting medical directors to their use, and factors prompting specific coverage decisions. The majority of plans were generally not aware that laser technology was being used when it was billed under a general billing code, raising the possibility that less effective or less safe technologies could be introduced rapidly into the treatment of insured populations. Nonprofit and older plans were less likely to be aware that lasers were used in some procedures than for-profit and younger plans.

Helping Teen Mothers Succeed

2006 ◽  
Vol 22 (3) ◽  
pp. 130-135 ◽  
Author(s):  
Lee SmithBattle
Keyword(s):  
High School ◽  
School Districts ◽  
Educational Attainment ◽  
High School Graduation ◽  
School Nurses ◽  
School Support ◽  
Teen Mothers ◽  
Competing Demands ◽  
School Graduation

Because the success of teen mothers is enhanced by completing high school, school districts should give high priority to supporting teen mothers to remain in school and to graduate. This article reviews the literature on the educational attainment of these students, their school aspirations, and the policies affecting their education. Although teens often begin mothering with a range of educational and social disadvantages, many teen mothers recommit to school to enhance their future opportunities. Unfortunately, rising school aspirations among teen mothers often are undermined by competing demands and the lack of consistent family and school support. School nurses can support teen mothers’ aspirations and contribute to their long-term success by linking them to resources and advocating for policies and practices that promote high school graduation.

scholarly journals Management of food allergy in the school setting

2020 ◽  
Vol 2 (1) ◽  
pp. 104-107
Author(s):  
Christina M. Huddleston ◽  
Kirsten M. Kloepfer ◽  
Jay J. Jin ◽  
Girish V. Vitalpur
Keyword(s):  
Food Allergy ◽  
Learning Environment ◽  
Safety Concern ◽  
School Personnel ◽  
Primary Care Providers ◽  
Food Allergies ◽  
School Age Children ◽  
School Age ◽  
Care Providers ◽  
Care Plans

Food allergy is a growing health and safety concern that affects up to 8% of school-age children. Because children spend a significant part of their day in school, and the overall number of school-age children with food allergy has been increasing, management of food allergies relies on the collaboration of allergists, families, and schools to treat and prevent acute allergic reactions. For schools, this involves policies centered on food allergen avoidance, preparedness with epinephrine autoinjectors, adequate school personnel training, and accommodations for an equal opportunity learning environment. Partnerships with allergists, primary care providers, students, families, school nurses, and school staff are vital for creating individualized and effective care plans that will allow all children, including those with food allergies, a safe and nurturing learning environment.

Sign in / Sign up

Export Citation Format

Share Document