scholarly journals School Nurse Perspectives on COVID-19

2021 ◽  
pp. 105984052199205
Author(s):  
Alicia M. Hoke ◽  
Chelsea M. Keller ◽  
William A. Calo ◽  
Deepa L. Sekhar ◽  
Erik B. Lehman ◽  
...  
Keyword(s):  
Health Communication ◽  
School Nurse ◽  
School Nurses ◽  
Vital Role ◽  
School Building ◽  
Regression Analyses ◽  
Pandemic Preparedness ◽  
Communication Practices ◽  
Returning To School ◽  
The Impact

Pennsylvania responded to the COVID-19 pandemic by closing schools and moving to online instruction in March 2020. We surveyed Pennsylvania school nurses ( N = 350) in May 2020 to assess the impact of COVID-19 on nurses’ concerns about returning to school and impact on practice. Data were analyzed using χ2 tests and regression analyses. Urban school nurses were more concerned about returning to the school building without a COVID-19 vaccine than rural nurses ( OR = 1.58, 95% CI [1.05, 2.38]). Nurses in urban locales were more likely to report being asked for guidance on COVID-19 ( OR = 1.69, 95% CI [1.06, 2.68]), modify communication practices ( OR = 2.33, 95% CI [1.42, 3.82]), and be “very/extremely concerned” about their safety ( OR = 2.16, 95% CI [1.35, 3.44]). Locale and student density are important factors to consider when resuming in-person instruction; however, schools should recognize school nurses for their vital role in health communication to assist in pandemic preparedness and response.

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.

Association of Presence of a School Nurse With Increased Sixth-Grade Immunization Rates in Low-Income Arizona Schools in 2014–2015

2019 ◽  
Vol 36 (5) ◽  
pp. 360-368
Author(s):  
J. Mac McCullough ◽  
Rebecca Sunenshine ◽  
Ramona Rusinak ◽  
Patty Mead ◽  
Bob England
Keyword(s):  
Low Income ◽  
Communicable Disease ◽  
Sixth Grade ◽  
School Nurse ◽  
School Nurses ◽  
School Level ◽  
Licensed Practical Nurse ◽  
Vaccination Rates ◽  
Immunization Rates ◽  
The Impact

School nurses often play large roles in implementation of school vaccination requirements aimed at controlling the spread of communicable disease. We analyzed the association between the presence of a school nurse and school-level vaccination rates in Arizona. Using school-level data from Arizona sixth-grade schools ( n = 749), we regressed average sixth-grade school-level immunization rates on presence of a school nurse (registered nurse [RN] or licensed practical nurse [LPN]) and school-level socioeconomic status (SES), controlling for other school- and district-level characteristics. Schools with a nurse had higher overall vaccination rates than those without a nurse (96.1% vs. 95.0%, p < .01). For schools in the lowest SES quartile, the presence of a school nurse was associated with approximately 2 percentage point higher immunization rates. These findings add to the growing literature that defines the impact of school nurses on student health status and outcomes, emphasizing the value of school nurses, especially in lower SES schools.

School Nurses Can Improve the Lives of Students With Myalgic Encephalomyelitis/Chronic Fatigue Syndrome

2018 ◽  
Vol 33 (6) ◽  
pp. 372-379 ◽  
Author(s):  
Kenneth J. Friedman ◽  
Beth Mattey ◽  
Faith Newton
Keyword(s):  
Chronic Fatigue Syndrome ◽  
Pediatric Population ◽  
School Nurse ◽  
Chronic Fatigue ◽  
School Nurses ◽  
Myalgic Encephalomyelitis ◽  
Social Emotional ◽  
Fatigue Syndrome ◽  
Erroneous Belief ◽  
The Impact

Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is a chronic illness that is defined and diagnosed by its symptoms: extreme fatigue made worse by physical and mental activity, pain and decreased mental stamina, among others. A long-held, erroneous belief that ME/CFS is not a physiological illness has persisted among some clinicians, leading to the denial of a patient’s physical illness and attributing the symptoms to other causes. The debilitating effects of ME/CFS in the pediatric population can affect all aspects of academic, social, emotional, and physical development. ME/CFS has been diagnosed in children younger than 10 years. Therefore, the school nurse is likely to encounter one or more students in the various stages of this disease, putting the school nurse in a position to ameliorate the impact of this potentially devastating chronic condition.

The Vital Role of the School Nurse in Managing Asthma

2021 ◽  
pp. 1942602X2110372
Author(s):  
Anne F. Russell ◽  
Anil Nanda ◽  
Theresa A. Bingemann
Keyword(s):  
Emergency Preparedness ◽  
Action Plan ◽  
Asthma Management ◽  
School Nurse ◽  
The United States ◽  
Chronic Health Condition ◽  
Health Condition ◽  
School Nurses ◽  
Vital Role ◽  
Medication Access

Since asthma is the most common noncommunicable chronic childhood disease in the United States, school nurses will encounter students with this health condition. The purpose of this article is to present the school nurse as the leader in directing the management of a student’s chronic health condition at school. This article provides a table of resources and discusses many aspects of asthma management, including utilization of the student’s asthma action plan, student-specific school accommodation needs, the importance of developing individualized healthcare plans, providing education to school staff related to asthma management and determining of the family and student knowledge level, as well as strategies to minimize exacerbations. The article also explores school nurse opportunity to advocate for emergency asthma medication access as a part of emergency preparedness. School-based asthma management can be complex and school nurses have a pivotal role in asthma management in a school.

Elementary School Nurse Interventions: Attendance and Health Outcomes

2007 ◽  
Vol 23 (2) ◽  
pp. 111-118 ◽  
Author(s):  
Penny C. Weismuller ◽  
Merry A. Grasska ◽  
Marilyn Alexander ◽  
Catherine G. White ◽  
Pat Kramer
Keyword(s):  
School Attendance ◽  
School Nurse ◽  
School Nurses ◽  
Elementary Student ◽  
Student Health ◽  
Nursing Interventions ◽  
Record System ◽  
Regular School ◽  
Student Absenteeism ◽  
The Impact

Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected elementary student health folders and attendance records was conducted. School nurses were involved with 75% of high-absence students as compared to 66% of low-absence students; they were also more involved with students who had previously identified health conditions. There were no referrals to the school nurse for absenteeism and school nurse interventions were not targeted to attendance, despite 17% of students missing 11 or more school days. Nursing documentation was sparse and primarily task related. Few records contained entries of nursing diagnoses, interventions, or outcomes. Of the 134 interventions provided, only 56 (41.2%) had some information about the condition outcome, but it was insufficient to determine the effectiveness of nursing interventions. Furthermore, the record system did not support the collection of standard information for interventions or outcomes from which effectiveness could be determined. Recommendations include establishment of an attendance referral policy and improved documentation systems, including the use of standardized nursing language to demonstrate student outcomes.

scholarly journals Preparing for the Impact of COVID-19 on the Mental Health of Youth

2021 ◽  
pp. 1942602X2110526
Author(s):  
Eileen R. O’Shea ◽  
Kathryn E. Phillips ◽  
Kathleen N O’Shea ◽  
Linda N. Roney
Keyword(s):  
Mental Health ◽  
School Nurses ◽  
Vital Role ◽  
Return To School ◽  
Mental Health Needs ◽  
Behavioral Health Disorders ◽  
Anxiety Depression ◽  
The Impact ◽  
Living Circumstances

The COVID-19 pandemic is continuing to have long-term and global effects that the vaccine may not ease. Children and adolescents endured unprecedented periods of loneliness, social isolation, financial stressors, in-home conflicts, changes in living circumstances, and variable access to healthcare, resulting in increased mental health sequelae. Timely recognition of students’ anxiety, depression, and disruptive behaviors will allow appropriate interventions to de-escalate these feelings and prevent suicidal ideations and attempts. As youth return to school, their mental health needs will not subside. School nurses and the multidisciplinary team have a vital role in impacting this population’s already surging increase of mental and behavioral health disorders.

The Impact of Distress, Personal Meaning & Training on the Delivery of Support to Grieving Students by School Nurses

2021 ◽  
pp. 105984052110412
Author(s):  
Thomas Demaria ◽  
Rich Gilman ◽  
Donna Mazyck ◽  
David Schonfeld
Keyword(s):  
School Leadership ◽  
Online Survey ◽  
School Nurse ◽  
Educational Background ◽  
School Nurses ◽  
Personal Meaning ◽  
Community Resources ◽  
Nurse Training ◽  
Personal Distress ◽  
The Impact

Supporting grieving students is part of a school nurse’s role which can provide meaning or special purpose in their career. This was verified by an online survey completed by 648 school nurse members of the National Association of School Nurses (NASN). A majority of respondents felt personal distress as a result of their work with grieving students which was predicted by a lack of access to work/community resources available and a lower level of educational background of the school nurse. Training to support grieving students and a higher level of educational background of the school nurse, however, appeared to predict a greater level of personal meaning found in school nurses’ support of grieving students. Level of support by school leadership provided to school nurses in their support of grieving students was also found to be related to both the personal distress experienced and the personal meaning derived by school nurses.

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

2017 ◽  
Vol 34 (1) ◽  
pp. 14-27 ◽  
Author(s):  
Nakia C. Best ◽  
Sonda Oppewal ◽  
Debbie Travers
Keyword(s):  
Academic Success ◽  
Outcome Measures ◽  
Student Outcomes ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Education Outcomes ◽  
Rigorous Research ◽  
Coordination Principle ◽  
The Impact

School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses’ Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.

School Nurses and Student Academic Outcomes: An Integrative Review

2019 ◽  
Vol 36 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Claire McKinley Yoder
Keyword(s):  
Academic Outcomes ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
Future Research ◽  
Class Time ◽  
Rigorous Study ◽  
Study Designs ◽  
The Impact

The empirical evidence from previous studies has demonstrated that school nurses are effective in assisting children and families to address health concerns, reduce absenteeism, and provide children with the opportunity to reach their potential academically. Impoverished children and those with disabilities and chronic illness are at risk of school failure. An integrative review was undertaken to critique the research between 2002 and 2018 that addressed the influence of school nurses on academic outcomes such as absenteeism, missed class time, grades, and test scores. The findings of the review suggest that the presence of a school nurse is associated with reduced absenteeism and missed class time but not with academic achievement. Overall, the research in this area is weak and future research using more rigorous study designs, examining broader school nurse roles, and long-term academic outcomes is indicated to evaluate the impact of school nurses on educational outcomes.

The Effects of Budget, Delegation, and Other Variables on the Future of School Nursing

2004 ◽  
Vol 20 (6) ◽  
pp. 352-358 ◽  
Author(s):  
Theresa M. Tetuan ◽  
Cynthia G. Akagi
Keyword(s):  
Online Survey ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Metropolitan Statistical Area ◽  
Exploratory Research ◽  
Nursing Experience ◽  
The Future ◽  
The Impact ◽  
Statistical Area

The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan Statistical Area, and years of school nursing experience were also investigated. The Budget Impact School Nurse Questionnaire online survey was used to gather data. Findings revealed that school nurses were well prepared academically, but that many school nurses lacked certification. The use of UAPs and the future of school nursing were significantly affected by budget constraints, delegation, number of buildings assigned, legislative contact, and Metropolitan Statistical Area (urban location). Education in delegation and years of experience as a school nurse significantly affected opportunities for health education. The findings depicted budget, school nurse staffing, delegation, and geographic areas as the main variables that have an impact on school nursing.

Sign in / Sign up

Export Citation Format

Share Document