School Nurses Practices Promoting Self-Management and Healthcare Transition Skills for Adolescents with Chronic Conditions in Urban Public Schools: A Mixed Methods Study

2021 ◽  
pp. 105984052110532
Author(s):  
Roselaine Charlucien-Koech ◽  
Jacqueline Brady ◽  
Anne Fryer ◽  
Maria E. Diaz-Gonzalez de Ferris
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Chronic Conditions ◽  
School Nurses ◽  
Urban School Districts ◽  
Self Management ◽  
Management Skills ◽  
Healthcare Transition ◽  
Urban Public Schools ◽  
Practice Questions

Background: Adolescents and young adults (AYA) with chronic conditions should acquire self-management skills as part of their healthcare transition (HCT) from pediatric to adult-focused care. HCT/self-management skills have the potential to help mitigate health disparities among minority AYA with chronic conditions. This study investigated school nurses’ practices promoting HCT/self-management skills in urban public schools. Methods: Seventy-nine nurses from three urban school districts in Massachusetts completed a survey of 32 Likert-type questions on HCT/self-management skills, eight demographic questions, and five open-ended practice questions assessing how often they have asked students with chronic conditions about HCT/self-management skills, based on the UNC TRxANSITION IndexTM. Results: Among the 79 school nurses who participated (response rate 76%), 67% never or rarely assessed students’ knowledge of HCT/self-management, and 90% would use a tool that promotes/measures HCT/self-management skills. Conclusion: In our study sample, most school nurses acknowledged the importance of assessing HCT/self-management skills. The majority favored using a tool to promote these skills.

School Personnel Knowledge and Perceived Skills in Diabetic Emergencies in Georgia Public Schools

2018 ◽  
Vol 36 (4) ◽  
pp. 304-312
Author(s):  
Alesha Wright ◽  
Joanne Chopak-Foss
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Diabetes Management ◽  
Principal Component ◽  
School Personnel ◽  
The United States ◽  
Management Skills ◽  
School Day ◽  
Health Complications ◽  
Elementary School Personnel

Diabetes affects tens of thousands of school-aged children in the United States. The ability to appropriately manage their diabetes is essential to preventing life-threatening health complications if occurring during the school day. The purpose of this study was to assess school personnel’s knowledge of diabetes (types 1 and 2) and perceived self-competence in performing diabetes management skills. A non-probability sample of elementary school personnel ( N = 809) from five different school districts in Georgia completed a diabetes knowledge and competence questionnaire. Descriptive statistics, one-way analysis of variance, and principal component analysis were performed to analyze the data. School personnel reported limited knowledge of diabetes basics and an overall low perceived self-competence in performing many of the diabetic management skills. Despite state legislation enacted to assist children with diabetes in school and available training for school districts, the study found that school personnel are not well trained and lack confidence in performing diabetes management.

Within-District Racial Segregation and the Elusiveness of White Student Return to Urban Public Schools

2015 ◽  
Vol 54 (2) ◽  
pp. 151-181 ◽  
Author(s):  
Chase M. Billingham
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Urban Schools ◽  
Case Studies ◽  
Quantitative Data ◽  
Racial Segregation ◽  
School Segregation ◽  
White Families ◽  
The Past ◽  
Urban Public Schools

Recent research has determined that racial segregation within school districts has decreased, on average, over the past two decades, even as segregation between school districts has persisted. Although case studies have documented White families’ return to urban public schools, with potential implications for segregation patterns, quantitative data on the scope of this trend are lacking. In this article, I examine enrollment and segregation within 97 urban districts from 1990 through 2010. The trend of White return to urban schools is quite limited; in most cities, White enrollment declines have persisted. Meanwhile, urban school segregation has increased modestly in recent decades.

A Study of the Effects of Charter Schools on Student Achievement, Attendance, and Selected Mitigating Factors in a Midwestern State’s Midsize Urban School Districts

2018 ◽  
Vol 51 (9) ◽  
pp. 1265-1290
Author(s):  
Frederick C. Clarke ◽  
Walter L. Burt
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Urban School ◽  
Urban School Districts ◽  
Socioeconomic Background ◽  
Student Outcome ◽  
Attendance Rates ◽  
School Students ◽  
Traditional Public Schools

Charter schools in urban environments have been scrutinized for their effectiveness. This study attempted to determine whether students attending Midwestern urban charter schools outperformed students in traditional schools on the state’s accountability system over a 5-year time period. Using a quasi-experimental research design, data were collected from 31 Midwestern urban school districts, along with data from 88 adjacent contiguous charter schools during the 2008 to 2012 school years. Findings in this study suggest that students who transferred from traditional public schools to charter schools did not outperform academically as their corresponding counterparts in mathematics and reading, and had lower attendance rates, over the first three consecutive years of their attendance. In the succeeding 2 years, however, charter school students outperformed traditional students in both reading and mathematics, and had greater attendance rates, than students attending traditional public schools. The study also found that a student’s ethnic and socioeconomic background had a significant influence on student outcome measures.

Changing Course in Jefferson City: Reevaluating a District Initiative to Convert Under-Enrolled Elementary Schools

2017 ◽  
Vol 21 (2) ◽  
pp. 89-103
Author(s):  
Chad R. Lochmiller
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
School Districts ◽  
The United States ◽  
School Enrollment ◽  
Urban School Districts ◽  
State Funding ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
Administrator Preparation Programs

This case positions the reader as the superintendent of Jefferson City Public Schools (pseudonym). Like many urban school districts in the United States, Jefferson City faces a complex milieu of fiscal challenges attributed to inadequate state funding and declining student enrollment. Within this case, the superintendent must address the failing implementation of a district-wide initiative, which converted K-5 elementary schools to K-8 combination schools in response to declining middle school enrollment. The case invites the reader to consider how the district might engage in strategic planning to revise or eliminate the initiative. The case is appropriate for use in administrator preparation programs, particularly those preparing district-level administrators.

scholarly journals Iterative Design and Usability Testing of the iMHere System for Managing Chronic Conditions and Disability

2016 ◽  
Vol 8 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Andrea D. Fairman ◽  
Erika T. Yih ◽  
Daniel F. McCoy ◽  
Edmund F. LoPresti ◽  
Michael P. McCue ◽  
...  
Keyword(s):  
Spina Bifida ◽  
Mobile Health ◽  
Chronic Conditions ◽  
Usability Testing ◽  
Self Management ◽  
Healthcare Team ◽  
Management Skills ◽  
Support Personnel ◽  
Persons With Disabilities ◽  
Iterative Design

A novel mobile health platform, Interactive Mobile Health and Rehabilitation (iMHere), is being developed to support wellness and self-management among people with chronic disabilities. The iMHere system currently includes a smartphone app with six modules for use by persons with disabilities and a web portal for use by medical and rehabilitation professionals or other support personnel. Our initial clinical research applying use of this system provides insight into the feasibility of employing iMHere in the development of self-management skills in young adults (ages 18-40 years) with spina bifida (Dicianno, Fairman, McCue, Parmanto, Yih, et al., 2015). This article is focused on describing the iterative design of the iMHere system including usability testing of both the app modules and clinician portal. Our pilot population of persons with spina bifida fostered the creation of a system appropriate for people with a wide variety of functional abilities and needs. As a result, the system is appropriate for use by persons with various disabilities and chronic conditions, not only spina bifida. In addition, the diversity of professionals and support personnel involved in the care of persons with spina bifida (SB) also enabled the design and implementation of the iMHere system to meet the needs of an interdisciplinary team of providers who treat various conditions. The iMHere system has the potential to foster communication and collaboration among members of an interdisciplinary healthcare team, including individuals with chronic conditions and disabilities, for client-centered approach to support self-management skills. 

Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study

2019 ◽  
pp. 004208591989374
Author(s):  
Olivia Osei-Twumasi ◽  
Bernardette J. Pinetta
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Black Students ◽  
White Teachers ◽  
Black Teachers ◽  
Urban School Districts ◽  
Classroom Assessment Scoring System ◽  
Using Data ◽  
The Relationship

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation’s public schools and the underrepresentation of Black teachers.

Unification and Its Discontents

2016 ◽  
Vol 93 (2) ◽  
pp. 4-16
Author(s):  
Brian Kovalesky
Keyword(s):  
Public Schools ◽  
School District ◽  
Los Angeles ◽  
School Districts ◽  
Civil Rights ◽  
Working Class ◽  
Los Angeles County ◽  
The State ◽  
White Working Class ◽  
City Schools

In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists around de facto school segregation in the Los Angeles area, the residents of a group of small cities just southeast of the City of Los Angeles fought to break away from the Los Angeles City Schools and create a new, independent school district—one that would help preserve racially segregated schools in the area. The “Four Cities” coalition was comprised of residents of the majority white, working-class cities of Vernon, Maywood, Huntington Park, and Bell—all of which had joined the Los Angeles City Schools in the 1920s and 1930s rather than continue to operate local districts. The coalition later expanded to include residents of the cities of South Gate, Cudahy, and some unincorporated areas of Los Angeles County, although Vernon was eventually excluded. The Four Cities coalition petitioned for the new district in response to a planned merger of the Los Angeles City Schools—until this time comprised of separate elementary and high school districts—into the Los Angeles Unified School District (LAUSD). The coalition's strategy was to utilize a provision of the district unification process that allowed citizens to petition for reconfiguration or redrawing of boundaries. Unification was encouraged by the California State Board of Education and legislature in order to combine the administrative functions of separate primary and secondary school districts—the dominant model up to this time—to better serve the state's rapidly growing population of children and their educational needs, and was being deliberated in communities across the state and throughout Los Angeles County. The debates at the time over school district unification in the Greater Los Angeles area, like the one over the Four Cities proposal, were inextricably tied to larger issues, such as taxation, control of community institutions, the size and role of state and county government, and racial segregation. At the same time that civil rights activists in the area and the state government alike were articulating a vision of public schools that was more inclusive and demanded larger-scale, consolidated administration, the unification process reveals an often-overlooked grassroots activism among residents of the majority white, working-class cities surrounding Los Angeles that put forward a vision of exclusionary, smaller-scale school districts based on notions of local control and what they termed “community identity.”

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