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.

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.

School Nursing EBP Clinical Guidelines: What They Are and Are Not, and Why They Matter

2018 ◽  
Vol 33 (2) ◽  
pp. 104-105 ◽  
Author(s):  
Robin Adair Shannon
Keyword(s):  
Registered Nurses ◽  
Nursing Care ◽  
Clinical Guidelines ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nursing ◽  
Evidence Based ◽  
High Quality ◽  
Quality School

Quality school nursing practice should be evidence-based. However registered nurses in autonomous school nursing practice have limited capacities to access, synthesize, and implement the best evidence into practice. Clinical guidelines are important tools to reduce barriers to evidence-based practice (EBP) and support the delivery of high-quality school nursing care. The purpose of this article is to outline what EBP clinical guidelines are, are not, and why they matter.

scholarly journals Show Me the Evidence: COVID-19 and School Nursing in the 21st Century

2020 ◽  
Vol 36 (1) ◽  
pp. 46-51
Author(s):  
Erin D. Maughan ◽  
Kathleen H. Johnson ◽  
Juanita Gryfinski ◽  
Wendy Lamparelli ◽  
Shaylene Chatham ◽  
...  
Keyword(s):  
21St Century ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
School Nursing ◽  
Evidence Based ◽  
Standards Of Practice ◽  
Final Article ◽  
Mind Set

The emergence of COVID-19 and how to control its spread has highlighted the importance of understanding and applying evidence-based decisions into school nursing practice. This is the fifth and final article in NASN’s series on how the Framework for 21st Century School Nursing PracticeTM is a mind-set that can be applied to everyday school nursing practice and will focus on the principle of Standards of Practice, and particularly how evidence-based practice decisions are made during COVID-19.

Coordinating Care for Students With Chronic Conditions: CLUE #1

2017 ◽  
Vol 32 (6) ◽  
pp. 346-349 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Staff ◽  
Care Coordination ◽  
Chronic Conditions ◽  
Evidence Based Practice ◽  
School Nurse ◽  
School Nurses ◽  
Nursing School ◽  
School Nursing ◽  
Evidence Based

Care coordination is an important part of school nurses’ responsibilities, but coordinating that care for students in schools with chronic conditions is more complex than what we learned in nursing school. This article is the second in a series of articles for NASN School Nurse that will delve into how to apply evidence-based practice (EBP) to school nursing. The article focuses on the first step of EBP: asking the question. As the series progresses, we encourage you to apply the steps to a situation in your setting or even use the series to increase discussions at nursing staff meetings so all can benefit.

What Does the Evidence Say Is Best for Your Student? CLUE #3: Appraise

2018 ◽  
Vol 33 (2) ◽  
pp. 99-103 ◽  
Author(s):  
Erin D. Maughan ◽  
Catherine F. Yonkaitis
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Healthcare Providers ◽  
School Nurses ◽  
School Nursing ◽  
Current Evidence ◽  
Evidence Based ◽  
The Third

School nurses are often faced with various requests from parents, teachers, and even healthcare providers. How do you know what requests should be honored? What does the current evidence indicate? This article is the third in a series of articles outlining the steps of evidence-based practice. The article explains and provides tips for accomplishing the third step: Appraise the evidence. Appraising the evidence means better understanding what the literature says and how strong the evidence is. This is an important step in evidence-based school nursing practice.

Use of Evidence-Based Practice in School Nursing: Survey of School Nurses at a National Conference

2009 ◽  
Vol 25 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Susan Adams
Keyword(s):  
Evidence Based Practice ◽  
School Setting ◽  
Organizational Factors ◽  
School Nurse ◽  
School Nurses ◽  
Outcome Evaluation ◽  
School Nursing ◽  
Evidence Based ◽  
Factors Associated ◽  
National School

Primary and acute care settings are the focus of a concerted effort to implement evidence-based practice (EBP) in health care; yet, little attention has been given to use of EBP among school nurses. The aims of this study were to (a) describe current use of EBP among school nurses attending a national school nurse conference, (b) describe demographic, individual, and organizational factors associated with EBP use, and (c) identify resources needed to enhance EBP use. A survey designed for this study was distributed during a national school nurse conference. Descriptive statistics, correlations, and independent t tests were used to analyze respondent data regarding the current level of EBP use, awareness, skills, and information sources. Respondents also identified resources needed to increase use of EBP, which included networking opportunities, predeveloped EBP guidelines, and education on outcome evaluation. The results from this study will be used to develop strategies to increase the use of EBP in the school setting.

Evidence-Based Practice and School Nursing

2005 ◽  
Vol 21 (5) ◽  
pp. 258-265 ◽  
Author(s):  
Susan Adams ◽  
Ann Marie McCarthy
Keyword(s):  
Practice Guidelines ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
School Nurse ◽  
School Nurses ◽  
Nurse Leaders ◽  
School Nursing ◽  
Evidence Based ◽  
Nursing Expertise ◽  
Recommendations For Practice

School nurses need to demonstrate that their practice is based on the best evidence available, which is usually data obtained from research. Evidence-based practice involves combining the best evidence available with nursing expertise and patient and family preferences to determine optimum care. Evidence-based practice guidelines are developed by carefully reviewing the available evidence on a topic and synthesizing this information into recommendations for practice. This article defines evidence-based practice and best evidence, describes the development of evidence-based practice guidelines, discusses factors that affect the use of research and evidence-based practice guidelines in school nursing, and reviews current sources of evidence-based practice guidelines for school nurses. Strategies that school nurses can use to incorporate evidence into their practice are discussed. One recommendation is that school nurses partner with nurse leaders and nurse researchers to develop evidence-based practice guidelines relevant to school nurse practice.

Lifelong Learning: Fostering a Culture of Curiosity

2010 ◽  
Vol 16 (4) ◽  
pp. 155-159 ◽  
Author(s):  
Toni Eason
Keyword(s):  
Lifelong Learning ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Care Service ◽  
Health Care Service ◽  
Practice Research ◽  
Evidence Based ◽  
Continuous Learning ◽  
Research Education ◽  
Health Care Service Delivery

Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing. Creation of a culture where educational growth is supported and promoted is vital to advancement of the nursing profession. Nurses’ satisfaction with their professional role can be further enhanced by demonstrated expertise through lifelong learning. Expertise in nursing is solidly founded on evidence-based practice. Research, education, and experience in nursing practice are linked to evidence-based practice and lifelong learning; both are essential to remaining well versed in health care service delivery.

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