A Qualitative Exploration of School Nurse Continuing Education Needs

2021 ◽  
pp. 105984052110641
Author(s):  
Kasey Jordan ◽  
Heather Harris ◽  
KellyAnn Reese ◽  
Carter Broderick ◽  
Adam Jordan
Keyword(s):  
Continuing Education ◽  
Clinical Judgment ◽  
School Nurse ◽  
School Nurses ◽  
Team Development ◽  
School Nursing ◽  
Learning Needs ◽  
Comprehensive Understanding ◽  
Education Needs ◽  
Qualitative Exploration

Continuing education (CE) can help school nurses achieve the unique competencies required for the challenges of an academic health setting. A comprehensive understanding of school nurse learning needs is necessary to guide CE development. The purpose of this study was to describe school nurse perceptions of their learning needs according to the Framework for 21st Century School Nursing Practice ™. The researchers analyzed data from 24 interviews with practicing school nurses using descriptive coding to identify perceived learning needs. Learning needs relevant to all areas of the framework were identified, with clinical judgment and team development emerging as priority areas for CE. These results illuminate school nurse perceptions of their own learning needs and can help guide the development of meaningful CE opportunities.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.

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.

School health is community health: school nursing in the early twentieth century in the USA

2017 ◽  
Vol 46 (2) ◽  
pp. 136-149
Author(s):  
Rima D. Apple
Keyword(s):  
Twentieth Century ◽  
Design Methodology ◽  
School Health ◽  
Critical Role ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Content Type ◽  
Historical Essay ◽  
The Usa

Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.

School Nurse Summer Institute: A Model for Professional Development

2004 ◽  
Vol 20 (3) ◽  
pp. 134-138 ◽  
Author(s):  
Marianne Neighbors ◽  
Kathleen Barta
Keyword(s):  
Professional Development ◽  
School Health ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Coalition Building ◽  
Nursing Educators ◽  
Professional Development Model ◽  
Leadership Components

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

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.

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.

The Health of the School Nurse Community: A Framework

2003 ◽  
Vol 19 (2) ◽  
pp. 73-80 ◽  
Author(s):  
Elisabeth P. Christeson
Keyword(s):  
Community Health ◽  
Reference Point ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Conceptual Foundation ◽  
Community Health Nursing ◽  
Health Nursing ◽  
Health Model

School nursing is based on a conceptual foundation of community health nursing. Using community health nursing as a reference point, this article describes a viewpoint of school nurses as the population of care. With this perspective, school nurses will better understand how to foster the health of their community. Developed on the basis of McKenzie, Pinger, and Kotecki’s community health model, the Health of the School Nurse Community Framework has been designed to (a) facilitate understanding of the concept of “school nurse community” and (b) organize the factors that affect the health of the school nurse community. Essential to its use is the identification of the school nurse community’s assets and capacities as well as its needs. Application of the framework to strive to improve the health of one state’s school nurse community is also presented.

An Analysis of A Bidirectional School Nurse-Led Text-Messaging Service

2019 ◽  
Vol 14 (3) ◽  
pp. 121-131
Author(s):  
Nicola Wales ◽  
Lynn Sayer
Keyword(s):  
Young People ◽  
Text Messaging ◽  
Emotional Health ◽  
Local Area ◽  
School Nurse ◽  
Evidence Base ◽  
School Nurses ◽  
School Nursing ◽  
Access Methods ◽  
Face To Face

Aim: To analyse a school nurse led bi-directional text messaging service provided to young people aged 11–19 in two inner London boroughs. Background: School nurses play a key role in providing early advice and support to the school-aged population. The ability to access a school nurse has been recognised by young people as something that needs to improve and suggestions of being able to text a school nurse have been made. ChatHealth is a bi-directional text messaging system that allows young people aged 11–19 to ask a school nurse for advice and support via an anonymous short messaging system (SMS). Arguably, ChatHealth offers more opportunities than traditional access methods to reach more young people. However, due to the relatively new concept, there is a limited evidence base regarding its effectiveness. Methods: An audit of documentary data was completed to analyse the uptake and outcomes of ChatHealth in the local area. Content analysis was carried out analysing 26 conversation transcripts and a staff questionnaire was distributed to gain a better understanding of the role of the school nurse delivering ChatHealth. Findings: The ChatHealth service appears to be proactive in offering an efficient response to a variety of physical, emotional, sexual health and appointment queries, additionally, the uptake of the service has supplemented the established face-to-face contacts. In the local area, emotional health is the most common type of query being received from young people and the topic school nurses feel least confident in responding to. School nurses identify the benefits of ChatHealth in improving young people's access and in enhancing the visibility of the school nursing service and did not identify it as an inconvenience to their current workload.

School Nurse Websites: What Do They Tell Us About School Nurses?

2019 ◽  
Vol 35 (6) ◽  
pp. 395-400
Author(s):  
Eileen Moss ◽  
Martha Dewey Bergren ◽  
Erin D. Maughan
Keyword(s):  
School Districts ◽  
Needs Assessment ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
District Health ◽  
Web Presence ◽  
The Public ◽  
School Websites

Problem: Stakeholders often misunderstand the role of the school nurse resulting in underutilization or elimination of school nurse positions. Social media and school nurse websites are recommended to increase school nurse visibility and change the public narrative of school nursing. Objective: The objective of this needs assessment is to determine whether school nurses are using web presence to increase their visibility to affect the narrative of school nursing. Method: An evaluation was conducted to determine the presence and content of school nurse websites in 50 schools and their school districts across the nation. Results: Fewer than one third of school nurses have websites, three fourths of districts have a school district health websites, and there was no evidence of a nurse in 10% of the school websites assessed. Anticipated Contribution to Practice: The needs assessment determined that nurses are not maximizing school websites to communicate their role to stakeholders.

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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