Comparing Apples With Apples: The Importance of Clean Data

2019 ◽  
Vol 34 (2) ◽  
pp. 107-108 ◽  
Author(s):  
Erin D. Maughan ◽  
Lori J. Schneider
Keyword(s):  
School District ◽  
School Nurse ◽  
School Nursing ◽  
Accurate Data ◽  
School Year ◽  
Data Fidelity

This interview provides a practical example of how a school district is working to get and use clean, accurate data. It is a practical example of how to apply the principles found in the article on data fidelity, which is part of the “data and school nursing” articles series being published in NASN School Nurse during the 2018-2019 school year.

Data Sharing: Partnering With Others to Advance Student Health

2019 ◽  
Vol 34 (4) ◽  
pp. 214-215
Author(s):  
Erin D. Maughan ◽  
Laurie G. Combe
Keyword(s):  
School District ◽  
Data Sharing ◽  
School Nurse ◽  
School Nursing ◽  
Student Health ◽  
School Year ◽  
Advance Student

This interview provides a practical example of how a school district appropriately shares data with outside partners. It is a practical example of how to apply the principles found in the article on data sharing, which is part of the “data and school nursing” articles series being published in NASN School Nurse during the 2018–2019 school year.

Data Fidelity: Building Credible Reports

2019 ◽  
Vol 34 (2) ◽  
pp. 104-106 ◽  
Author(s):  
Sharon Guthrie
Keyword(s):  
School Setting ◽  
School Nurse ◽  
School Nurses ◽  
Health Needs ◽  
Accurate Data ◽  
Professional Credibility ◽  
Data Fidelity

Clean, accurate data, also known as data fidelity, support school nurses’ professional credibility in the school setting by allowing them to report their work and outcomes to important stakeholders. School nurses collect data every day through documentation, creating an essential record of the health needs of students and how school nurses meet those needs. To report these data effectively, school nurses should use standard definitions, technology, or standardized forms and review their data regularly to maintain accurate data. All school nurses, no matter how they document, should be thinking of data fidelity. This is the fourth article in the 2018-2019 NASN School Nurse article series on data.

scholarly journals School Nursing Data Collection During COVID-19

2020 ◽  
Vol 35 (6) ◽  
pp. 319-320
Author(s):  
Erin D. Maughan ◽  
Martha Dewey Bergren
Keyword(s):  
Data Collection ◽  
School Nurse ◽  
School Nurses ◽  
National Association ◽  
School Nursing ◽  
School Year ◽  
Time Period ◽  
Nursing Data

COVID-19 has affected the 2020-2021 school year for everyone and thrust school nurses into the spotlight. Some school nurses are too overwhelmed to even think about data; others want to collect data differently to illustrate the value of the role of the school nurse. This article provides guidance on data collection during this unique time period. The article is based on a blog originally posted on National Association of School Nurses’s website.

scholarly journals Measuring the effectiveness of catch-up MMR delivered by school nurses compared to signposting to general practice on improving MMR coverage

2020 ◽  
Vol 42 (2) ◽  
pp. 416-422 ◽  
Author(s):  
F Altinoluk-Davis ◽  
S Gray ◽  
I Bray
Keyword(s):  
General Practice ◽  
School Nurse ◽  
School Nurses ◽  
Sample Population ◽  
School Year ◽  
South Central ◽  
Chi Squared ◽  
Immunization Services ◽  
Catch Up ◽  
The Difference

Abstract Background This study assesses whether increased coverage of the measles, mumps and rubella (MMR) vaccination differs between areas where school nurses deliver catch-up MMR doses to adolescents in school settings, compared to signposting to general practice. Methods A retrospective cohort study was conducted using Child Health Information Services records within the NHS England South (South Central) commissioning boundary. The sample population included children born 1 September 2000–31 August 2001, in school year 9 during the 2014–15 academic year. Results The primary outcome findings show an increase in coverage of at least one dose of MMR by 1.6% (n = 334) in the cohort receiving catch-up MMR, compared to 0.2% (n = 12) in the cohort signposted to general practice. Over time, the difference in increase between the two cohorts was 1.4%, analysed using the chi-squared comparison of proportions test, providing strong evidence (P < 0.0001) that school nurse delivery of catch-up MMR is effective at increasing coverage. The findings also suggest that school nurse delivery of catch-up MMR may benefit Black, Asian and minority ethnic children and those from more deprived backgrounds. Conclusions It is recommended that commissioners of school-aged immunization services incorporate the delivery of catch-up MMR doses in their contracts with school nurses.

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.

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.

What Does an Optimal District Standard For School Nursing Look Like?

2018 ◽  
Vol 34 (4) ◽  
pp. 202-204 ◽  
Author(s):  
Ted Cross ◽  
Erin D. Maughan ◽  
Donna Mazyck
Keyword(s):  
School District ◽  
Health Services ◽  
Independent School ◽  
School Nurses ◽  
Lessons Learned ◽  
School Nursing ◽  
Evidence Based Practices ◽  
Independent School District ◽  
Assessment Program ◽  
Future Potential

As a district, Mansfield Independent School District wanted to validate that Health Services was performing at the highest level possible, implementing evidence-based practices, and achieving the highest outcomes with our students and staff. NASN (2016) had developed the Framework for 21st Century School Nursing Practice to illustrate the practice of school nurses; and sought ways to operationalize the Framework for local school nurses and district level use. This article will explain how the two groups partnered together to develop a tool and assessment program. The article will discuss the approach, challenges, and perspectives of both Mansfield Independent School District and NASN, lessons learned, outcome, and future/potential changes within health services.

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.

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