A Scoping Review of the Whole School, Whole Community, Whole Child Model

2020 ◽  
pp. 105984052097434
Author(s):  
Mayumi A. Willgerodt ◽  
Elaine Walsh ◽  
Caitlin Maloy
Keyword(s):  
Scoping Review ◽  
English Language ◽  
School Health ◽  
Small Body ◽  
The United States ◽  
School Nurses ◽  
Evidence Based ◽  
Whole Child ◽  
Student Centered ◽  
Whole School

The Whole School, Whole Community, Whole Child (WSCC) model is a student-centered approach that focuses on a culture of health to support student success. Despite its use, the empirical evidence supporting the model is unclear. We conducted a scoping review to understand the research supporting WSCC as a model for student/school health. The search included studies published in English language peer-reviewed journals from 2014 to 2020. Eight articles met criteria for review. Overall, findings from this review reveal a relatively small body of research specific to the WSCC model. Because WSCC is presented as a model for schools throughout the United States, the development of a larger body of research supporting the model as an evidence-based framework will enhance credibility and confidence in the model. School nurses, as leaders, coordinators, and advocates, are well positioned to test and disseminate the model to those seeking to introduce WSCC in their school or district.

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 Public Health and School Health Education: Aligning Forces for Change

2019 ◽  
Vol 20 (6) ◽  
pp. 818-823 ◽  
Author(s):  
David A. Birch ◽  
M. Elaine Auld
Keyword(s):  
Public Health ◽  
United States ◽  
Health Education ◽  
School Health ◽  
The United States ◽  
Full Potential ◽  
Whole Child ◽  
Whole School ◽  
School Health Education ◽  
Every Student Succeeds Act

The interdependent relationship between health and education has long been documented by leading health and education scholars. Children who are not physically, mentally, socially, or emotionally healthy will not be ready to learn and thus hampered to achieve their full potential as productive members of society. Despite this evidence, the United States has yet to bridge the divide between the health and education systems. This perspective introduces three manuscripts in this Special School Health Education Collection on the future of school health education in the United States, and provides a context for the challenges and recommendations each article outlines to improve the quantity and quality of school health education for preK-12 youth. Although some of the challenges and recommendations are not novel, what is exciting is the opportunity to move the agenda forward given the Whole School, Whole Community, Whole Child model and the Every Student Succeeds Act of 2015. Aligning the forces of public health and school health educators is essential to make school health education a societal imperative.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

scholarly journals Recommendations for Administrators’ Involvement in School-Based Health Promotion: A Scoping Review

2020 ◽  
Vol 17 (17) ◽  
pp. 6249 ◽  
Author(s):  
Collin A. Webster ◽  
Genee Glascoe ◽  
Chanta Moore ◽  
Brian Dauenhauer ◽  
Cate A. Egan ◽  
...  
Keyword(s):  
Health Promotion ◽  
Content Analysis ◽  
Mixed Methods ◽  
Scoping Review ◽  
School Health ◽  
School Administrators ◽  
Professional Group ◽  
Research Articles ◽  
Evidence Based ◽  
School Based

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.

Adolescent Vaccines: Latest Recommendations, Addressing Barriers, and Improving Vaccine Rates

2017 ◽  
Vol 32 (4) ◽  
pp. 217-222 ◽  
Author(s):  
Kathleen C. Rose
Keyword(s):  
Middle School ◽  
School Health ◽  
Healthcare Providers ◽  
School Nurses ◽  
Human Papillomavirus Vaccine ◽  
Whole Child ◽  
Vaccination Rates ◽  
Vaccine Completion ◽  
Papillomavirus Vaccine ◽  
5Th Grade

The Advisory Committee on Immunization Practices recommends that the Tdap, HPV, and meningitis vaccines be administered to youth beginning between the ages of 11 and 12. The school nurse, knowledgeable about vaccine schedules and the rationale for the schedules, is in a unique position to advocate for all adolescent vaccines and their timely administration through addressing parent-guardian concerns and supporting other healthcare providers in completing the adolescent vaccines. This article reviews current recommendations for adolescent vaccinations and the actions needed to improve vaccination rates with a focus on Human Papillomavirus vaccine, the vaccine with the lowest completion rates among this age group. Additionally, school nurses are introduced to Middle School Health Starts Here, a program for school nurses designed to address the whole child as students progress from 5th grade to middle school. Public policy issues including school mandates, along with possible barriers to vaccine completion in adolescents, are discussed.

How Engaged are Stakeholders in Evidence-Based Treatment Implementation Projects? Results From a Scoping Review of Children’s Mental Health Treatment Projects

2021 ◽  
Author(s):  
Noah S Triplett
Keyword(s):  
Mental Health ◽  
Scoping Review ◽  
Stakeholder Engagement ◽  
Child Mental Health ◽  
The United States ◽  
Successful Implementation ◽  
Evidence Based ◽  
Implementation Phase ◽  
Evidence Based Treatment ◽  
Treatment Implementation

Engaging stakeholders in child mental health evidence-based treatment (EBT) implementation projects may increase the likelihood of successful implementation; However, little is known about the extent of stakeholder engagement to inform the implementation of EBTs. We conducted a scoping review to characterize stakeholder engagement in child mental health EBT implementation projects. We performed data extraction and synthesis to describe key study and stakeholder characteristics, stakeholder engagement methods and rationales, reported impacts of stakeholder engagement, and quality of reporting on stakeholder engagement. We identified a total of 103 unique child mental health EBT implementation projects. The largest number of projects were in the United States and conducted in community mental health settings. Most projects engaged EBT providers during the active implementation phase and with limited depth, often gathering information from stakeholders about barriers and facilitators without sharing decision-making power. Across projects, impacts of stakeholder engagement spanned all implementation outcomes. Given that stakeholder engagement is often shallow and follows initial implementation efforts, additional effort should be made to increase engagement to preempt challenges to EBT implementation and ensure implementation success. Such efforts may ensure the just distribution of power in EBT implementation efforts and could be essential in addressing mental health disparities.

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.

Whole School, Whole Community, Whole Child—Calling School Nurses to Action

2016 ◽  
Vol 31 (4) ◽  
pp. 216-223 ◽  
Author(s):  
Cynthia A. Galemore ◽  
Brandy Bowlen ◽  
Laurie G. Combe ◽  
Lynnette Ondeck ◽  
Jessica Porter
Keyword(s):  
School Nurses ◽  
Whole Child ◽  
Whole School

Quality Assurance in School Health

2003 ◽  
Vol 19 (3) ◽  
pp. 157-162 ◽  
Author(s):  
Susan Newell ◽  
Sumner L. Schoenike ◽  
Elaine A. Lisko
Keyword(s):  
Quality Assurance ◽  
Data Analysis ◽  
School Health ◽  
Health And Safety ◽  
School Nurses ◽  
Health Programs ◽  
Evidence Based ◽  
Coordinated School Health ◽  
School Health Programs ◽  
System Improvement

School nurses need to become more influential administrators, managers, and entrepreneurs. They must learn to lead and collaborate effectively in designing, implementing, and evaluating coordinated school health programs. Quality assurance is an essential ingredient in this process that requires accurate, timely, and confidential incident reporting and data analysis structures. These structures, in turn, can serve as the foundation of evidence-based practice and overall system improvement. School nurses can and should assume a key role in the process and thereby continue to meet the challenges of the more sophisticated school health services that today’s student population requires. In this way, school nurses will continue to protect and advance the health and safety of the students who are entrusted to their care.

Examining the Occupational Needs and OT Intervention Strategies Used With Refugee Populations: A Scoping Review

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505113p1-7512505113p1
Author(s):  
Joseph Cipriani ◽  
Megan Davis ◽  
Emily Gralinski ◽  
Stephanie Monforte ◽  
Jacqueline Strausser
Keyword(s):  
United States ◽  
Scoping Review ◽  
The United States ◽  
Intervention Strategies ◽  
Research Articles ◽  
Evidence Based ◽  
Published Evidence ◽  
The World ◽  
Primary Author ◽  
Growing Population

Abstract Date Presented 04/19/21 Refugees across the world are an ever-growing population, including in the United States. The purpose of this study was to conduct a scoping review of research from 2014 through 2018 relevant to OT practice with refugee populations. Fourteen peer-reviewed research articles were examined. A trend of more published evidence-based interventions emerged compared to earlier reviews, in addition to assessing needs of this nontraditional population. Implications for OT practice will be presented. Primary Author and Speaker: Joseph Cipriani Additional Authors and Speakers: Shifra Leiser

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