Historic Leadership

2016 ◽  
Vol 32 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Ellen F. Johnsen ◽  
Katherine J. Pohlman
Keyword(s):  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
School Setting ◽  
School Nurse ◽  
Medication Administration ◽  
Early Career ◽  
School Nursing ◽  
Professional Collaboration ◽  
Career Experiences

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 1 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 1 describes the upbringing and early career experiences that molded Ellen into a courageous and tenacious child advocate who rose to the challenge when she found herself in a school setting where tradition and policy were at odds with the nurse practice act and professional standards regarding medication administration. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership: One Courageous School Nurse’s Heroic Journey—Part 4

2017 ◽  
Vol 32 (4) ◽  
pp. 238-243
Author(s):  
Ellen F. Johnsen ◽  
Katherine J. Pohlman
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Knowledge Base ◽  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
School Nurse ◽  
Medication Administration ◽  
School Nursing ◽  
Professional Collaboration

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 4 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 4 offers lessons to be learned by reflecting on Ellen Johnsen’s experience when she challenged the illegal and unsafe medication administration policy in the Broken Arrow Public Schools. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership: One Courageous School Nurse’s Heroic Journey—Part 3

2017 ◽  
Vol 32 (3) ◽  
pp. 165-171
Author(s):  
Ellen F. Johnsen ◽  
Katherine J. Pohlman
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
School Nurse ◽  
Medication Administration ◽  
School Nursing ◽  
Final Decision ◽  
Professional Collaboration

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 3 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 3 describes the publication of the Attorney General’s opinion validating the illegality of the school district’s medication administration policy, the lawsuit Ellen brought against the Broken Arrow Public Schools, and the appeal of the final decision in that lawsuit. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Supporting Ethical Decision Making – A Tool for Ethical Reflection on Care Technologies

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 84-85
Author(s):  
Katrin Grüber ◽  
◽  
Elena Loevskaya ◽  
◽  
Keyword(s):  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
Digital Technologies ◽  
Ethical Reflection ◽  
Ethical Considerations ◽  
Care Facilities ◽  
Home Context ◽  
Low Threshold ◽  
Care Innovation

"The tool FreTiP (Fragen zur ethischen Reflexion von digitalen Technologien in der Pflegepraxis – questions on ethical reflection of digital technologies in nursing practice) was developed in 2020 by the Institute Mensch, Ethik und Wissenschaft (IMEW) as part of ELSI research in the PPZ-Berlin project. Our aim was to develop an instrument that stimulates and supports ethical reflection processes in the application of digital care innovation technologies in practice. Ethical considerations are part of everyday (nursing) life, are closely interwoven with other aspects and are therefore difficult to recognise as such. The starting thesis of our work was that actors in care act on the basis of value concepts that they are more or less aware of. An ethics that is consciously integrated into everyday care takes into account all aspects that are relevant for an action or decision. In this respect, it is important to look at ethics in context and not to understand “ethics” as something isolated, coming from outside. Based on this, the development of the instrument should not consist of “breaking down” ethical concepts and theories to practice, but of ethically locating, structuring and making applicable the experiences, questions and needs of the actors working in nursing practice. Thus, FreTiP is not only to be considered practice-oriented, but also to a certain extent practice-based. The instrument was designed to be suitable for everyday care in clinics, care facilities and in the home context. FreTiP was developed as a low-threshold instrument that can be used flexibly and that takes into account the perspective of patients as well as carers. The development of the instrument was preceded by a triangulated study that included a literature review, interviews and (non-)participatory observations. In the paper, experiences with the ethical reflection tool FreTiP will be presented. "

What Does Evidence-Based School Nursing Practice Even Mean? Get a CLUE

2017 ◽  
Vol 32 (5) ◽  
pp. 287-289 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nurse ◽  
School Nursing ◽  
Evidence Based ◽  
Nursing Policy ◽  
Three Components

Evidence-based practice (EBP) is a phrase used frequently in nursing, policy, and education. This article explains three components of EBP, why it is important for school nursing, barriers to practicing EBP, and solutions to practicing EBP. This article is the first in a series of articles for NASN School Nurse that will delve into what EBP is and how it applies to school nursing using practical examples.

School Nursing for the Novice: How Do I Begin?

2021 ◽  
pp. 1942602X2110536
Author(s):  
Cheryl Blake ◽  
Gail Trano
Keyword(s):  
School Health ◽  
Health Program ◽  
Nursing Practice ◽  
School Nurse ◽  
School Nursing ◽  
Specialty Area ◽  
School Health Program ◽  
Career Opportunity ◽  
Feeling Overwhelmed

Obtaining a position as a school nurse is an exciting career opportunity, but the reality of a new position in a new specialty area can quickly lead to anxiety and feeling overwhelmed. Your first thoughts might be “Can I really do this job?” and “Where and how do I begin?” The answer to these questions will depend on your situation—are you a nurse hired for a previously established school nurse position or are you the first nurse at your school, charged with initiating a school health program? The purpose of this article is to offer guidance for the novice school nurse in establishing a school health program and school nurse office, as well as to encourage and provide direction for the development of your school nursing practice.

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.

Development of the Massachusetts School Nurse Research Network (MASNRN): A Practice-Based Research Network to Improve the Quality of School Nursing Practice

2007 ◽  
Vol 23 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Judith A. Vessey ◽  
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurse ◽  
Research Network ◽  
School Nursing ◽  
Evidence Based ◽  
Nurse Research ◽  
Network Maintenance ◽  
Practice Based Research

When school nurses embrace evidence-based practice (EBP), higher-quality care is provided to students, their families, and the larger community. Despite this, school nursing has been slow to embrace EBP. Practice-Based Research Networks (PBRNs), which capitalize on the combined strengths of clinicians and researchers to study clinical questions, are one approach to overcoming barriers towards advancing evidence-based practice (EBP) in school nursing. This article will briefly review EBP and PBRNs. The development of Massachusetts School Nurse Research Network (MASNRN), a PBRN designed to investigate health issues common across schools and to validate school nursing practice, will then be described. Details regarding MASNRN’s mission, governance, communications systems, staffing, and network maintenance and funding will be explicated. MASNRN can serve as a model for PBRN development within the broader school nursing community.

Ethical Problems Experienced by School Nurses

2003 ◽  
Vol 19 (6) ◽  
pp. 330-337 ◽  
Author(s):  
Linda L. Solum ◽  
Marjorie A. Schaffer
Keyword(s):  
Decision Making ◽  
Child Protection ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
School Nurses ◽  
School Nursing ◽  
Do Not Resuscitate ◽  
Professional Relationship ◽  
Ethical Problems ◽  
Decision Making Models

This study explored school nurses’ experience of ethical conflict in school nursing through interviews with six school nurses. The study examined how school nurses resolved ethical problems and the rationale used to resolve them. Emergent themes of ethical problems were professional relationship conflicts, delegation to and supervision of health assistants, child protection reporting, maintaining confidentiality, Do Not Resuscitate policy, and pressure to work outside of nursing practice standards. School nurses did not use ethical decision-making models in resolving conflict but demonstrated the use of professional standards, ethical principles, and personal values as rationale to resolve ethical problems. Results of this study suggested that school nurses would benefit from additional knowledge about ethical decision-making models. School nurses would also profit from hearing each other’s voices through dialogue about ethical problems and decision making.

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