School Nursing Protocol for the Management of Human Bites

2019 ◽  
Vol 34 (6) ◽  
pp. 351-356
Author(s):  
Ruth Collins ◽  
Robin Wallin ◽  
Katherine Park
Keyword(s):  
School Setting ◽  
Educational Interventions ◽  
School Nurses ◽  
School Nursing ◽  
Timely Manner ◽  
Human Bite ◽  
School Settings ◽  
Human Bites ◽  
Knowledge Deficits ◽  
And Training

Human biting is considered a common stage in pediatric infant growth and development. However, this stage is not considered appropriate once children enter group daycare and school settings, and such behavior can lead to injury, stress, and trauma for other students and staff. When biting occurs in the school setting, staff are often unprepared to respond appropriately, and may seek delayed care, if at all. The school nurse may also be ill-equipped to provide first aid and education if there are no standardized guidelines to follow. Having a protocol in place for human bite incidents in the school setting helps school nurses provide information to students, parents, and staff in a timely manner and assists them with following evidence-based practice. Accurate documentation of the incidents also allows school nurses to identify triggers and knowledge deficits, which can assist them in planning educational interventions and training in the school setting.

scholarly journals A Review of School Nurses’ Self-Efficacy in Asthma Care

2018 ◽  
Vol 35 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ellen M. McCabe ◽  
Catherine McDonald ◽  
Cynthia Connolly ◽  
Terri H. Lipman
Keyword(s):  
Self Efficacy ◽  
School Attendance ◽  
Action Plan ◽  
Respiratory Illness ◽  
Educational Interventions ◽  
School Nurses ◽  
School Nursing ◽  
Asthma Care ◽  
Use Of Resources ◽  
Nursing Literature

Asthma is the most common pediatric chronic respiratory illness and has a significant influence on children’s health, school attendance, and overall school success. Despite the effect of education and training, gaps remain in understanding school nurses’ self-efficacy (SE) in asthma care. The purpose of this integrative literature review is to gain a greater understanding of school nurses’ SE in asthma care. Themes and topics in the current school nursing literature regarding SE in asthma care include the value of continuing education, educational interventions, and the use of resources in clinical practice such as the asthma action plan. This review indicates the importance of developing a greater understanding of the unique features of school nursing, the necessary resources, and the external factors that influence practice. Further research to establish a framework to evaluate how a change in practice may support school nurses’ SE and promote positive student health outcomes is needed.

Addressing Self-Injury in Schools, Part 1: Understanding Nonsuicidal Self-Injury and the Importance of Respectful Curiosity in Supporting Youth Who Engage in Self-Injury

2019 ◽  
Vol 35 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Elizabeth E. Lloyd-Richardson ◽  
Penelope Hasking ◽  
Stephen Lewis ◽  
Chloe Hamza ◽  
Margaret McAllister ◽  
...  
Keyword(s):  
Mental Health ◽  
School Nurses ◽  
School Nursing ◽  
Mental Health Needs ◽  
Knowledge And Attitudes ◽  
Brief Assessment ◽  
Self Injury ◽  
And Training ◽  
Nonsuicidal Self Injury

Nonsuicidal self-injury (NSSI) is defined as the deliberate, self-inflicted damage of body tissue without suicidal intent and for purposes not socially or culturally sanctioned. School nurses are often a first point of contact for young people experiencing mental health challenges, and yet they often report they lack knowledge and training to provide care for persons who engage in NSSI. In the first of two parts, this article provides school nurses with a better understanding of NSSI and the distinctions between NSSI and suicidal behaviors, discusses the role of nurses’ knowledge and attitudes on their ability to care for their patients’ mental health needs, and discusses approaches for developing a respectful, empathic manner for working with and supporting youth who engage in self-injury. Part 2 will offer a strategy for brief assessment of NSSI and reflect on two case studies and their implications for school nursing practice.

scholarly journals Potentials of school nursing for strengthening health literacy: a 2017/18 German longitudinal survey

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
E de Buhr ◽  
A Tannen
Keyword(s):  
Public Schools ◽  
Health Literacy ◽  
Expert Knowledge ◽  
School Setting ◽  
School Nurses ◽  
West Germany ◽  
School Nursing ◽  
Health Awareness ◽  
Relative Contribution ◽  
Short Period

Abstract Background Health literacy (HL) plays a key role in explaining health disparities. School nurses provide health related expert knowledge and skills within the school setting. A positive effect on the HL of children but also their teachers and parents is assumed and supported by some research but gaps persist in the available data. Methods As part of a pilot school nursing project, which placed school nurses in 28 public schools in two German states, all teachers, parents and students (11+ years) attending the schools were invited to participate in a 2017 baseline (T0) and 2018 follow-up (T1) survey. Adult HL was measured using the HLS-EU-Q16 and child HL with the HLSAC. Bi- and multivariate analyses were carried out. Results Comparing T0 and T1, HL scores improved in all populations. In East Germany (Brandenburg), the percentage of teachers with problematic or inadequate HL decreased from 56.6 (N = 173) to 51.5 (N = 173) and among parents from 45.7 (N = 1719) to 43.2 (N = 1080). In West Germany (Hessen), the percentage of teachers with problematic or inadequate HL also decreased, from 43.7 (N = 201) to 42.2 (N = 263), and among parents from 42.2 (N = 2013) to 34.9 (N = 1251). The percentage of children that scored in the moderate or high HL brackets increased from 77.9 (N = 898) to 82.2 (N = 736) in Brandenburg and from 84.9 (N = 1379) to 86.5 (N = 1487) in Hessen. There were strong statistical relationships between child/parental HL and child health behaviors in all datasets. The T0 and T1 comparison showed some improvements over time. The presence of school nurses in public schools seemed to increase health awareness, thus contributing to a “healthy school.” After a short period (18 months) and despite a rather nonspecific spectrum of interventions, the HL of all relevant target groups improved. Further research is needed to quantify the relative contribution of the school nurses to improvements in HL, for example, by implementing a HL curriculum in a controlled setting. Key messages The presence of a school nurse seemed to increase health awareness contributing to a “healthy school.” After 18 months of intervention, the health literacy of children, parents and teachers improved.

Reading Nursing Research: Easy as ABCD

2003 ◽  
Vol 19 (6) ◽  
pp. 326-329 ◽  
Author(s):  
Kathleen Frame ◽  
Lynn Kelly
Keyword(s):  
Professional Practice ◽  
Nursing Practice ◽  
Research Study ◽  
School Setting ◽  
Daily Practice ◽  
Research Process ◽  
School Nurses ◽  
School Nursing ◽  
Evidence Based ◽  
Straightforward Method

Professional practice is built on sound knowledge specific to each discipline. This knowledge is developed and validated through a process of scientific investigation or research. However, lack of knowledge about the research process acts as a barrier to applying evidence-based practice within the school setting. Understanding the components that make up a research study facilitates critical analysis and application in school nursing practice. This article describes a straightforward method for analyzing research studies, enabling school nurses to understand and apply current research in their daily practice.

scholarly journals Impact of Nurse-Led Asthma Intervention on Child Health Outcomes: A Scoping Review

2021 ◽  
pp. 105984052110033
Author(s):  
Zainab Al Kindi ◽  
Catherine McCabe ◽  
Margaret McCann
Keyword(s):  
Scoping Review ◽  
Health Care Professionals ◽  
School Setting ◽  
School Nurse ◽  
Educational Interventions ◽  
School Nurses ◽  
Leadership Role ◽  
Intervention Programs ◽  
Leading Role ◽  
Asthma Intervention

Given the leading role school nurses occupy within the school setting, they are often the most suited health care professionals to lead asthma programs. However, most school-based asthma programs have been conducted by researchers outside the school setting. Thus, we aim to determine what is currently known about the type of school nurse-led asthma intervention programs and their impact on children’s asthma-related outcomes. This article describes published literature on school nurse-led asthma intervention programs for the school-aged population using Arksey and O’Malley’s scoping review framework. A search strategy was developed and implemented in six electronic databases from 1980 to 2020. Results showed that school nurse-led asthma programs were predominantly educational interventions. Yet given the positive outcomes of school nurse-led asthma interventions reported across the articles reviewed, it is important to emphasize the leadership role school nurses assume in asthma programs, to promote more positive asthma-related outcomes in school children.

scholarly journals School Nursing and Public Health: The Case for School Nurse Investigators and Contact Tracing Monitors of COVID-19 Patients in Massachusetts

2020 ◽  
Vol 35 (6) ◽  
pp. 327-331
Author(s):  
Elizabeth A. Flaherty
Keyword(s):  
Population Health ◽  
Policy Making ◽  
School Setting ◽  
School Nurse ◽  
School Nurses ◽  
Emergency Planning ◽  
School Nursing ◽  
Contact Tracing ◽  
The Many ◽  
Inform Decision Making

School nurses across Massachusetts and the nation rose to the challenges presented by the pandemic of the coronavirus disease 2019 (COVID-19). One of the many ways in which school nurses responded to the pandemic was to work in collaboration with their Local Boards of Health in a variety of capacities. The essential functions of a school nurse uniquely prepare them for the roles of case investigators and contact tracing monitors as a means to ensure population health. In addition to both individual and population health within the school setting, school nurses are effective partner in emergency planning and can help inform decision making and policy making within communities.

A Mentoring Program for New School Nurses

2003 ◽  
Vol 19 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Connie Houghton
Keyword(s):  
School Setting ◽  
First Aid ◽  
School Nurses ◽  
School Nursing ◽  
Mentoring Program ◽  
New School ◽  
Social And Emotional ◽  
Nursing Services ◽  
Level Of Satisfaction ◽  
Specialized Education

Until recent years, school nursing practice consisted mainly of screenings and first aid. However, the changing health, social, and emotional needs of children in the school setting have brought about an expansion of school nursing services. Now school nurses must not only perform routine first aid and screenings, but they must also carry out independent health assessments, monitor various medications, counsel students from troubled homes, collaborate with their educational partners, and complete numerous reports. Historically, school nurses began their careers with little specialized education or orientation. However, with the increased demands in school nursing, it is important to guide, advise, and mentor new school nurses so they can reach a level of competency and confidence more quickly. In this descriptive study, new school nurses were asked to indicate their level of satisfaction with the School Nurse-Mentoring Program. The findings of this study indicate that a mentoring program for new school nurses results in increased career satisfaction, a higher level of competency, and health benefits for the students being served.

Continuing Education: A National Imperative for School Nursing Practice

2006 ◽  
Vol 22 (1) ◽  
pp. 2-8 ◽  
Author(s):  
Victoria Vought-O’Sullivan ◽  
Nancy K. Meehan ◽  
Pamela A. Havice ◽  
Rosanne H. Pruitt
Keyword(s):  
Continuing Education ◽  
Leadership Skills ◽  
School Setting ◽  
School Nurses ◽  
School Nursing ◽  
Health Care Needs ◽  
Clinical Knowledge ◽  
Care Needs ◽  
Age Appropriate ◽  
Competency Based

Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner’s theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of continuing education and identified barriers to attainment. In response, methods to access continuing education and financial resources are presented.

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.

A STUDY OF SCHOOL NURSE JOB SATISFACTION

2004 ◽  
Vol 20 (2) ◽  
pp. 88-93 ◽  
Author(s):  
DeMonica L. Junious ◽  
Regina Jones Johnson ◽  
Ronald J. Peters ◽  
Christine M. Markham ◽  
Steven H. Kelder ◽  
...  
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Setting ◽  
School Nurses ◽  
Job Dissatisfaction ◽  
Complex Needs ◽  
Nurse Job Satisfaction ◽  
School Settings ◽  
Diverse Community ◽  
And Control

This study explored job satisfaction and changes needed to help boost levels of job satisfaction. Self-reported job satisfaction data were collected from 71 school nurses employed in elementary, middle, and high school settings via interactive focus groups. The subjects participated in a 30- to 45-minute focus group session that was audiotaped and transcribed by the principal investigator. Beliefs about job satisfaction were identified and classified into exclusive categories or themes. While the majority of school nurses expressed contentment with their jobs, certain factors that would increase job satisfaction, such as salary and control issues, were discussed. Overall, 83% of school nurses in this study were satisfied in their present positions; however, issues of coping and role strain were identified as major contributors to low morale. Only 17% of the school nurses voiced job dissatisfaction, primarily attributed to low salaries and lack of trust and support from administration. As school nurses face a diverse community with complex needs, adaptation is needed for job satisfaction to be maintained. For this to occur, school nurses must take the initiative to educate administrators, parents, and communities about their role in the school setting.

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