Framework for 21st Century School Nursing Practice: Framing Professional Development

2017 ◽  
Vol 32 (3) ◽  
pp. 159-161 ◽  
Author(s):  
Ann Allen-Johnson
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
21St Century ◽  
Professional Growth ◽  
Nursing Practice ◽  
Development Program ◽  
Well Being ◽  
School Nurse ◽  
Professional Development Program ◽  
School Nursing

The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain competency and pursue personal and professional growth. Designing professional development activities that are relevant and support the needs of the school nurse can be a challenge. The Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based standards of practice that can be utilized to assess an existing professional development program and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st Century Nursing Practice to provide a roadmap toward a professional development program that will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow them to achieve the goal of advancing the well-being, academic success, and lifelong achievement and health of students.

Excellence in School Nursing Practice: Developing a National Perspective on School Nurse Competencies

2002 ◽  
Vol 18 (5) ◽  
pp. 277-285 ◽  
Author(s):  
Nichole Bobo ◽  
Virginia W. Adams ◽  
Leslie Cooper
Keyword(s):  
Academic Success ◽  
Nursing Practice ◽  
Well Being ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Entry Level ◽  
National Perspective ◽  
Work Done

Developing a national position on competencies for school nurses can directly in-fluence professional practice, which ultimately affects the well-being and academic success of students. Collaboration between national experts, such as school nurse educators and school nurse consultants, interested in moving this development forward is key. Closely aligning the work done by the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the Standards of Professional School Nursing Practice provides a framework to carry the school nurse competency initiative forward. Continued competency development will provide guidance for the academic programs that design curricula to prepare school nurses and for the practice settings that hire school nurses.

Care Coordination: A Principle of 21st Century School Nursing Practice With a Focus on Case Management

2020 ◽  
Vol 35 (4) ◽  
pp. 219-223
Author(s):  
Lorali Gray ◽  
Nicole Klein ◽  
Cathy Meuret ◽  
Lynn Nelson ◽  
Leslie Stahlnecker
Keyword(s):  
Academic Success ◽  
Case Management ◽  
21St Century ◽  
Care Coordination ◽  
Nursing Practice ◽  
School Nurse ◽  
School Nurses ◽  
Management Program ◽  
School Nursing ◽  
Case Management Program

The Framework for 21st Century School Nursing Practice™, created by the National Association of School Nurses (NASN), explains school nursing practice, providing guidance, organization, prioritization, and meaning. This is the second article in a series for The Framework for 21st Century School Nursing Practice. This article focuses on case management, one of the practice components in the principle of care coordination. Case management focuses on school nurse support of individual at-risk students and collaborative actions to reduce barriers to their academic success. This article will clarify how the terms care coordination and case management are used in context of the Framework and provide an example to help the reader apply the concept to practice. Washington’s School Nurse Case Management Program will serve as a model. The program outlines evidence for effective practice and shares practical examples of how school nurses can implement case management into their daily work. Any school nurse, no matter how large or small their workload, can provide case management.

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.

Developing effective professional development programs: a case study

2014 ◽  
Vol 115 (11/12) ◽  
pp. 542-557 ◽  
Author(s):  
Shu Guo
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Professional Growth ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Need Assessment ◽  
Content Type ◽  
Effective Professional Development ◽  
Professional Development Programs

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

School Nurse Job Descriptions in Urban Districts: Alignment With the Framework for 21st-Century School Nursing Practice

2020 ◽  
pp. 105984052096362
Author(s):  
Virginia Reising ◽  
Heide Cygan
Keyword(s):  
School Districts ◽  
21St Century ◽  
Nursing Practice ◽  
School Nurse ◽  
The United States ◽  
School Nursing ◽  
Job Descriptions ◽  
Job Responsibilities ◽  
Health Nursing ◽  
Practice Framework

It is recommended that every student has daily access to a school nurse and that school nurses work in alignment with the Framework for 21st-Century School Nursing Practice (Framework). Little is known about Framework alignment with school nursing practice. The purpose of this study is to describe the alignment between the Framework and school nurse job descriptions in large, urban school districts across the United States. Using content analysis, with a directed approach, researchers used the Framework to analyze school nurse job descriptions for 16 school districts, analyzing 375 individual job responsibilities. The majority of job responsibilities reviewed (86%) were related to principles within the care coordination and community/public health nursing component, while job responsibilities within the key principles of leadership and quality improvement components were limited (14%). The Framework can be a useful tool to guide school nurse practice and however needs to be intentionally brought into job descriptions.

Mindfulness training for school administrators: effects on well-being and leadership

2018 ◽  
Vol 56 (6) ◽  
pp. 602-619 ◽  
Author(s):  
Julia Mahfouz
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Development Program ◽  
Care Program ◽  
Well Being ◽  
Emotional Reactions ◽  
Professional Development Program ◽  
Self Awareness ◽  
Social Emotional ◽  
Content Type

Purpose Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators. Design/methodology/approach The empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory. Findings The positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates. Research limitations/implications The findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed. Originality/value As a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership.

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program

2019 ◽  
Vol 67 (4) ◽  
pp. 440-464 ◽  
Author(s):  
Julia T. Shaw
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Professional Growth ◽  
Culturally Responsive ◽  
Development Program ◽  
Nonlinear Process ◽  
Music Educators ◽  
Professional Development Program ◽  
Urban Music ◽  
Context Specific

This collective case study examined the perceived impact of a context-specific professional development program, the Urban Music Education Institute, on urban music educators’ professional growth. The year-long program, which focused on culturally responsive pedagogy (CRP), featured workshops presented by nationally recognized clinicians complemented by a collaborative teacher study group (CTSG). Portraits of individual educators’ growth trajectories illuminate the multifaceted and idiosyncratic nature of teachers’ professional growth. Teacher profiles further illustrate complexities inherent in the nonlinear process of learning to practice CRP. Cross-case themes included teachers’ desire for “permission” to teach in contextually specific ways, sociopolitical dimensions of urban teaching as a focus for professional learning, and ways that cultural Whiteness influenced participants’ processes of learning to practice CRP. The CTSG emerged as a key element contributing toward the program’s context specificity. Participants used this group as a site for negotiating tensions associated with culturally responsive and socially just teaching in the company of colleagues with shared understanding of urban contexts. Implications for professional development aligned with urban music educators’ discipline- and context-specific learning needs are discussed based on the findings.

scholarly journals Celebrating 21st-Century School Nursing Practice

2020 ◽  
Vol 35 (3) ◽  
pp. 133-135
Author(s):  
Erin D. Maughan ◽  
Beth E. Jameson
Keyword(s):  
21St Century ◽  
Nursing Practice ◽  
School Nurse ◽  
School Nursing

During May we celebrate School Nursing Day. We are often asked—What does a school nurse do? This article is a response to a recently asked request and describes the role of the school nurse in the 21st century, working in one school. The description is not meant to be all inclusive—but rather give examples of the complex role and need for a school nurse.

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