scholarly journals Introducing the 3S (Student–School Nurse–School Community) Model

2018 ◽  
Vol 34 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Linda C. Wolfe ◽  
Erin D. Maughan ◽  
Martha Dewey Bergren
Keyword(s):  
Data Collection ◽  
School Health ◽  
Nursing Practice ◽  
Visual Representation ◽  
School Nurse ◽  
School Community ◽  
Health Data ◽  
School Nursing ◽  
Community Model

Data collection and use is an integral competency for school nursing practice. The 3S (Student–School Nurse–School Community) Model is a visual representation of how to categorize school health data and identify what data are needed. This article introduces the model and shows a logical progression of how data align to influence outcomes and provides a tool for analyzing school health data.

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.

Identification of Desired Outcomes for School Nursing Practice

2003 ◽  
Vol 19 (6) ◽  
pp. 344-350 ◽  
Author(s):  
Janice Selekman ◽  
Patricia Guilday
Keyword(s):  
School Health ◽  
Nursing Practice ◽  
Community Outreach ◽  
Cost Effective ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Prevention Measures ◽  
National Meeting

The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

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 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.

Introducing NASN’s New Data Initiative: National School Health Data Set: Every Student Counts! Make This YOUR Year of Data

2018 ◽  
Vol 33 (5) ◽  
pp. 291-294 ◽  
Author(s):  
Erin D. Maughan ◽  
Kathleen H. Johnson ◽  
Martha Dewey Bergren
Keyword(s):  
School Health ◽  
School Nurses ◽  
Health Data ◽  
National Association ◽  
Data Driven ◽  
School Nursing ◽  
Health Culture ◽  
Data Set ◽  
School Year ◽  
National School

The National Association of School Nurses (NASN) is launching a new data initiative: National School Health Data Set: Every Student Counts! This article describes the vision of the initiative, as well as what school nurses can do to advance a data-driven school health culture. This is the first article in a data and school nursing series for the 2018-2019 school year. For more information on NASN’s initiative and to learn how school nurses can join the data revolution, go to http://nasn.org/everystudentcounts

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.

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.

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.

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