School Nurse Perspectives on Addressing Chronic Absenteeism

2021 ◽  
pp. 105984052110438
Author(s):  
Jacquelin Rankine ◽  
Lauren Goldberg ◽  
Elizabeth Miller ◽  
Lori Kelley ◽  
Kristin N. Ray
Keyword(s):  
Educational Outcomes ◽  
Nursing Practice ◽  
School Nurses ◽  
System Level ◽  
School Nursing ◽  
Community Based ◽  
Chronic Absenteeism ◽  
Leadership Quality ◽  
Healthcare Teams ◽  
Family Level

Chronic absenteeism is associated with poor health and educational outcomes. School nurses have great potential to address the health and educational needs that contribute to absenteeism. Through qualitative analysis of interviews with school nurses, we characterize their current role in reducing absenteeism and identify barriers 3 that limit their capacity to meet this goal, organized by the Framework for 21st Century School Nursing Practice. Interviewees ( n = 23) identified actions perceived to reduce absenteeism aligned with domains of care coordination, leadership, quality improvement, and community and public health. Barriers perceived to limit the capacity of school nurses to address absenteeism were identified within these domains and ranged from student- and family-level to federal-level barriers. Specific healthcare system-level barriers included insufficient communication with community-based healthcare teams and the need for coordinated approaches across health and education sectors to address absenteeism. Strategic opportunities exist to address barriers to comprehensive school nursing practice and reduce absenteeism.

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.

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.

School Nursing for the 21st Century: Assessing Scope of Practice in the Current Workforce

2019 ◽  
pp. 105984051988060 ◽  
Author(s):  
Diane Davis ◽  
Erin D. Maughan ◽  
Krista A. White ◽  
Margaret Slota
Keyword(s):  
Public Health ◽  
Quality Improvement ◽  
Nursing Practice ◽  
Gap Analysis ◽  
Public Health Practice ◽  
The United States ◽  
School Nurses ◽  
School Nursing ◽  
Convenience Sample ◽  
State Regulations

A gap analysis was used to examine the scope of school nursing practice in the United States. An investigator-developed 39-item self-assessment survey of scope of school nursing practice was modified from an existing validated tool, organized around the five principles of the National Association of School Nurses’ Framework: Standards of Practice, Quality Improvement, Care Coordination, Community/Public Health, and Leadership and also explored barriers to practice. The survey was sent to a national convenience sample of practicing school nurses. The survey was completed by 3,108 practicing school nurses. Gaps were identified for all principles and were greatest for Quality Improvement and Community/Public Health practice. All practice items were rated more important than the ability to practice that item ( p < .001). Self-identified barriers including workload, school/district expectations, and state regulations accounted for significant variances in practice across four of five principles ( p < .05, p < .001). Recommendations include support for population-focused evidence–based school nursing practice.

scholarly journals Framework for 21st Century School Nursing Practice™: Clarifications and Updated Definitions

2020 ◽  
Vol 35 (4) ◽  
pp. 225-233 ◽  
Author(s):  
Keyword(s):  
21St Century ◽  
Nursing Practice ◽  
School Nurses ◽  
National Association ◽  
School Nursing ◽  
Common Understanding

The National Association of School Nurses developed the Framework for 21st Century School Nursing Practice™ (Framework) to guide school nursing practice and help school nurses articulate their role to educators. Since its introduction, the Framework has been accepted and adopted by many. At the same time, several misunderstandings and misinterpretations of the Framework have come to light. The purpose of this article is to clarify the terminology in order to create a common understanding among practicing school nurses to be able to implement the Framework more fully and with integrity.

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.

School Health Nursing: Framework for the Future Part II

2001 ◽  
Vol 17 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Carol C. Costante
Keyword(s):  
Professional Practice ◽  
School Health ◽  
School Nurses ◽  
Nursing Programs ◽  
School Nursing ◽  
School Age Children ◽  
Community Based ◽  
Health Nursing ◽  
Positive Climate ◽  
Management Issues

The relative prestige that school health nursing currently enjoys provides a positive climate in which to advance this nursing specialty. To fully capture this advantage, the profession and its practitioners need to address some practice issues while reinforcing its community-based influence on the health and educational success of America’s school-age children. Part I of this series addressed the societal environment in which school nursing finds itself, the factors that support school health nursing programs, and the need to develop new and expanded partnerships. Part II speaks to the professional, practice, and management issues facing school nurses and offers strategies for creating a solid framework in the 21st century.

How May the School Nurse Use Data Effectively?

2012 ◽  
Vol 27 (1) ◽  
pp. 42-46 ◽  
Author(s):  
Anne Harris Sheetz
Keyword(s):  
Health Care ◽  
Performance Improvement ◽  
Nursing Practice ◽  
School Nurses ◽  
Data Driven ◽  
School Nursing ◽  
Evidence Based ◽  
Health Care Settings ◽  
Data Limitations ◽  
Improvement Programs

Consistent with their colleagues in other health care settings, school nurses function in a data-driven society. Collecting, analyzing, and sharing data with stakeholders are critical responsibilities for both improving school nursing practice and interpreting its importance to others. School nurses have unique opportunities to collect and use data in a variety of capacities affecting the health and education of children and adolescents. Moving into data-driven practice offers exciting surprises—and demands abilities to identify questions, understand data limitations, create and implement performance improvement programs, and use findings for evidence-based practice and advocacy.

Identification of Workload Measurement Indicators for School Nursing Practice

2020 ◽  
pp. 105984052094683
Author(s):  
Beth E. Jameson ◽  
Lori S. Anderson ◽  
Patricia Endsley
Keyword(s):  
School Districts ◽  
Delphi Study ◽  
Nursing Practice ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Workload Measurement ◽  
Care Processes ◽  
Nurse Workload ◽  
Nationally Representative

Many school districts rely on caseload or student to school nurse ratios that are not grounded in evidence-based research. There is a need for a comprehensive workload instrument to describe the work of school nurses that incorporates the complexities of the role and includes acuity, care processes, and social determinants of health. The purpose of this qualitative study was to identify workload activities from a previous Delphi study that can be empirically measured as items for a workload instrument. A nationally representative sample of 27 school nurses participated in four focus groups, describing activities important to the measurement of workload. Focus group input resulted in identification and confirmation of workload activities that impact school nurse workload. Use of the National Association of School Nurses’ Framework for 21st Century School Nursing Practice™ was integral in capturing gaps and important workload activities for a potential workload instrument.

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