Competency-Based Framework and Continuing Education for Preparing a Skilled School Health Workforce for Asthma Care: The Colorado Experience

2016 ◽  
Vol 33 (4) ◽  
pp. 277-284 ◽  
Author(s):  
Lisa Cicutto ◽  
Melanie Gleason ◽  
Christy Haas-Howard ◽  
Lynn Jenkins-Nygren ◽  
Susan Labonde ◽  
...  
Keyword(s):  
Continuing Education ◽  
School Health ◽  
School Nurses ◽  
Education Curriculum ◽  
Asthma Care ◽  
Consensus Process ◽  
Specific Knowledge ◽  
Modified Delphi ◽  
Self Confidence ◽  
Competency Based

School health teams commonly address the needs of students with asthma, which requires specific knowledge and skills. To develop a skilled school health team, a competency-based framework for managing asthma in schools was developed. A modified Delphi with 31 panelists was completed. Consensus (≥80% agreement) was reached for all 148 items regarding the appropriateness as a minimum competency for asthma care in schools. The resultant Colorado Competency Framework for Asthma Care in Schools guided the development and pilot testing of a continuing education curriculum for school nurses. Pre- and postassessments demonstrated significant improvements in knowledge and self-confidence related to asthma care in schools and inhaler technique skills. This work is the first to use a consensus process to identify a framework of minimum competencies for providing asthma care in schools. This framework informed a continuing education curriculum that resulted in improved knowledge, confidence, and skills for school nurses.

scholarly journals A School Nurse Competency Framework for Continuing Education

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 246
Author(s):  
Eun Mi Shin ◽  
Young Sook Roh
Keyword(s):  
Continuing Education ◽  
Content Validity ◽  
School Health ◽  
Qualitative Content Analysis ◽  
Core Competencies ◽  
School Nurse ◽  
School Nurses ◽  
Competency Framework ◽  
Teaching Staff ◽  
Patient Centered

Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-centered care; (2) communicate and collaborate with students, teaching staff, and community resources; (3) think critically for evidence-based practice; (4) implement school health services and programs; (5) integrate legal and ethical nursing practice, and (6) conduct health education. Conclusion: It is necessary to develop and implement continuing education programs for school nurses based on the training needs and competency indicators identified in this study.

scholarly journals From Intention to Action: Nurses as Policy Advocates for Asthma Care in Schools

2018 ◽  
Vol 34 (2) ◽  
pp. 113-116 ◽  
Author(s):  
Ellen M. McCabe ◽  
Cynthia Connolly
Keyword(s):  
Policy Development ◽  
School Health ◽  
Health And Safety ◽  
School Nurses ◽  
Federal State ◽  
Asthma Care ◽  
The Public ◽  
Recommendations For Action ◽  
Local Officials ◽  
Typical Component

Nurses are familiar with policy at the federal, state, local, and institutional levels, but drafting a policy memo might be new to some. School nurses may have an interest in writing a health policy memo on their own, with colleagues, as part of a nursing organization, or with students who are interested in learning about policy development, school health, and safety. The intention of writing a policy memo is to offer a concisely written analysis of an issue, including background, landscape, and available options, along with recommendations for action to persons in authority, such as congressmen, senators, local officials, or school boards. The first section of this article serves as an exemplar of a policy memo, using the public health topic of asthma. Next, the article focuses on barriers to policy development for this condition in schools and offers selected strategies to address those barriers. While a discourse concerning barriers is not a typical component of a policy memo, this section shows how school nurses can draw on evidence to consider the best way to make positive change. To construct a sturdy argument for change, school nurses need to appreciate potential counterarguments, which is why this exemplar is included.

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.

scholarly journals Development of emergency nursing care competency scale for school nurses

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jaehee Yoon
Keyword(s):  
Nursing Care ◽  
Convergent Validity ◽  
School Health ◽  
Emergency Services ◽  
Criterion Validity ◽  
School Nurses ◽  
Emergency Nursing ◽  
Discriminative Validity ◽  
Validity Analysis ◽  
Competency Based

Abstract Background School nurses perform vital student emergency services at school, and assessing their emergency nursing care competency is critical to the safety and quality of care students receive. The purpose of the study was to develop a scale for measuring school nurses’ competency. Methods This was an instrument development and validation study. It was conducted according to the revised DeVellis scale development process coupled with the application of the International Council of Nurses’ Nursing Care Continuum Competencies Framework. Eight experts specializing in school health and emergency care evaluated the content validity, while 386 school nurses evaluated the scale. The validity evaluation comprised factor analysis, discriminative validity analysis according to differences in school nurse experience, and criterion validity analysis. Scale internal consistency was analyzed using Cronbach’s α value. Results The final scale comprises a self-reported 5-point Likert scale with 30 items based on three factors and three sub-factors. Both the convergent validity of the items by factor and the discriminative validity were both confirmed. The criterion validity was also found to be positively correlated with the Triage Competency Scale. Conclusion The scale may be used to identify factors influencing school nurses’ competency in emergency nursing care and contribute to research in competency-based education programs.

Schulgesundheitspflege in Deutschland? - Eine Übersichtsarbeit zu Aufgaben und Rollen von School Nurses

Pflege ◽  
2012 ◽  
Vol 25 (2) ◽  
pp. 107-117 ◽  
Author(s):  
Schmitt ◽  
Görres
Keyword(s):  
School Health ◽  
School Nurses ◽  
School Health Nurses

Seit vielen Jahrzehnten sind vor allem in angloamerikanischen und skandinavischen Ländern spezialisierte Pflegekräfte in Schulen tätig, die als sogenannte «School (Health) Nurses» die Kinder und Jugendlichen in allen gesundheitlichen Angelegenheiten betreuen. Diese Übersichtsarbeit widmet sich der Frage, welche konkreten Aufgaben und Rollen School Nurses im internationalen Kontext übernehmen und welche davon auch in Deutschland von entsprechend qualifizierten Pflegefachkräften ausgeführt werden könnten. Mithilfe einer systematischen Literaturrecherche wurden 34 Publikationen gefunden, die allgemeine Rollen- und Aufgabenbeschreibungen von School Nurses fokussieren. Insgesamt ließen sich elf zentrale Aufgabenbereiche identifizieren. Diese umfassen unter anderem die direkte pflegerische Versorgung bei Verletzungen, Notfällen, akuten oder chronischen Erkrankungen, präventive und gesundheitsförderliche Tätigkeiten, Information, Schulung und Beratung, die Erhebung gesundheitsbezogener Probleme und Bedarfe sowie die Entwicklung und Durchführung entsprechender Angebote und die Bereiche Kommunikation, Kooperation und Vermittlung. Mit Blick auf die positiven internationalen Erfahrungen erscheint die Einführung von School Nurses in Deutschland als vielversprechender Ansatz zur Förderung von Gesundheits- und Unterstützung von Bildungszielen. Das dazu benötigte Kompetenzprofil erfordert eine Zusatzqualifikation «Schulgesundheitspflege», die - basierend auf vorhandenen internationalen Curricula - auf Hochschulniveau angesiedelt sein sollte.

Addressing the Whole Child: The Power of Data and Teams

2021 ◽  
pp. 1942602X2110175
Author(s):  
Louisa Driscoll
Keyword(s):  
School District ◽  
Disease Control ◽  
21St Century ◽  
School Health ◽  
School Nurses ◽  
Whole Child ◽  
Whole School ◽  
Coordinated School Health ◽  
Centers For Disease Control ◽  
Health Model

As 21st-century school nurses, we address students holistically to meet their needs. The ASCD and the Centers for Disease Control and Prevention’s coordinated school health model “Whole School, Whole Child, Whole Community” resonates with many school nurses. However, implementing the model can be challenging. This article explains how the school district of St. Johnsbury, Vermont, uses data to leverage their whole child team to meet their school district’s needs.

scholarly journals Utilizing Academic–Community Partnerships With Nursing Students to Improve Hand Hygiene in Elementary Students to Reduce Transmission of COVID-19

2021 ◽  
pp. 1942602X2098695
Author(s):  
Julie Perry ◽  
Natasha McClure ◽  
Rebecca Palmer ◽  
Jeremy L. Neal
Keyword(s):  
Health Promotion ◽  
Nursing Students ◽  
Hand Hygiene ◽  
Nursing Student ◽  
School Health ◽  
Community Partnerships ◽  
School Nurses ◽  
Academic Community ◽  
Health Staff ◽  
Improve Hand Hygiene

Coronavirus disease 2019 (COVID-19) has raised awareness about the vital role school nurses have in improving the overall health of children. School nurses provide health promotion within schools, yet over 60% of schools have only a part-time nurse or no nurse. Nursing students may be valuable partners for health promotion and academic–community partnerships may be mutually beneficial to schools of nursing and local schools. Using a nursing student team to teach hand hygiene while school health staff were present provided an opportunity for hands-on training to help the staff master curriculum content and ensure competency. This article describes a collaborative partnership initiative that expanded access to health promotion education in schools to increase knowledge about reducing the spread of infectious disease, such as COVID-19, while providing valuable clinical experiences for nursing students.

scholarly journals Building a neuroinfectious disease consensus curriculum

Neurology ◽  
2019 ◽  
Vol 93 (5) ◽  
pp. 208-216
Author(s):  
Arun Venkatesan ◽  
Felicia C. Chow ◽  
Allen Aksamit ◽  
Russell Bartt ◽  
Thomas P. Bleck ◽  
...  
Keyword(s):  
American Academy ◽  
Delphi Technique ◽  
Fellowship Training ◽  
Consensus Process ◽  
Diverse Range ◽  
Modified Delphi ◽  
Delphi Approach ◽  
Modified Delphi Technique ◽  
Comprehensive Curriculum ◽  
American Academy Of Neurology

ObjectiveTo delineate a comprehensive curriculum for fellowship training in neuroinfectious diseases, we conducted a modified Delphi approach to reach consensus among 11 experts in the field.MethodsThe authors invited a diverse range of experts from the American Academy of Neurology Neuro-Infectious Diseases (AAN Neuro-ID) Section to participate in a consensus process using a modified Delphi technique.ResultsA comprehensive list of topics was generated with 101 initial items. Through 3 rounds of voting and discussion, a curriculum with 83 items reached consensus.ConclusionsThe modified Delphi technique provides an efficient and rigorous means to reach consensus on topics requiring expert opinion. The AAN Neuro-ID section provided the pool of diverse experts, the infrastructure, and the community through which to accomplish the consensus project successfully. This process could be applied to other subspecialties and sections at the AAN.

Vaccinations in patients with multiple sclerosis: A Delphi consensus statement

2020 ◽  
pp. 135245852095231 ◽  
Author(s):  
Agostino Riva ◽  
Valeria Barcella ◽  
Simone V Benatti ◽  
Marco Capobianco ◽  
Ruggero Capra ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Seasonal Influenza ◽  
Careful Consideration ◽  
Delphi Consensus ◽  
Consensus Process ◽  
Disease Modifying Drugs ◽  
Risks And Benefits ◽  
Modified Delphi ◽  
Increased Risk ◽  
Evidence Based Decision Making

Background: Patients with multiple sclerosis (MS) are at increased risk of infection. Vaccination can mitigate these risks but only if safe and effective in MS patients, including those taking disease-modifying drugs. Methods: A modified Delphi consensus process (October 2017–June 2018) was used to develop clinically relevant recommendations for making decisions about vaccinations in patients with MS. A series of statements and recommendations regarding the efficacy, safety and timing of vaccine administration in patients with MS were generated in April 2018 by a panel of experts based on a review of the published literature performed in October 2017. Results: Recommendations include the need for an ‘infectious diseases card’ of each patient’s infectious and immunisation history at diagnosis in order to exclude and eventually treat latent infections. We suggest the implementation of the locally recommended vaccinations, if possible at MS diagnosis, otherwise with vaccination timing tailored to the planned/current MS treatment, and yearly administration of the seasonal influenza vaccine regardless of the treatment received. Conclusion: Patients with MS should be vaccinated with careful consideration of risks and benefits. However, there is an urgent need for more research into vaccinations in patients with MS to guide evidence-based decision making.

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