A Case Study in Academic and School Nursing Partnerships

2021 ◽  
pp. 1942602X2110398
Author(s):  
Renee Flippo ◽  
Chyl Helms
Keyword(s):  
School Nurses ◽  
Vital Role ◽  
School Nursing ◽  
Evidence Based ◽  
Independent School District ◽  
School Of Nursing ◽  
Baylor University ◽  
Dallas Independent School District ◽  
Healthcare Settings ◽  
Academic Faculty

School nurses play a vital role in the lives of children and are guided by The National Association of School Nurses’ Framework for 21st Century School Nursing Practice and its five major principles. School nurses practice independently and are often the sole healthcare provider at their designated schools, requiring them to be accomplished clinicians utilizing evidence-based practice in the care of children. When compared with nurses practicing in healthcare settings, school nurses may lack access to evidence-based continuing education and skill enhancement. One strategy proposed is the forming of partnerships with an academic institution, giving school nurses access to academic faculty and resources. This article highlights the collaboration and partnership between Baylor University Louise Herrington School of Nursing and the Dallas Independent School District, demonstrating that an academic partnership for the training of school nurses improves outcomes.

Advocating for Oral Health Through Fluoridation

2019 ◽  
Vol 34 (5) ◽  
pp. 288-294 ◽  
Author(s):  
Barbara Nowak ◽  
Lisa Sicilio ◽  
Char Kizior ◽  
Graecinda Tedder ◽  
Nicola Zimmerman ◽  
...  
Keyword(s):  
Dental Health ◽  
School Nurses ◽  
Vital Role ◽  
School Nursing ◽  
Evidence Based ◽  
Water Fluoridation ◽  
American Academy Of Pediatrics ◽  
Community Activists ◽  
Aging Infrastructure ◽  
Community Water Fluoridation

Eight school nurses attended the American Academy of Pediatrics’ Campaign for Dental Health meeting in March 2018, which focused on community water fluoridation programs. Because of aging infrastructure and antifluoridation community activists, some communities are considering stopping fluoridation programs. The benefits of water fluoridation have been demonstrated since the 1950s. School nurses can play a vital role in advocating for evidence-based fluoridation programs within their community. This article informs the school nurse on the benefits of water fluoridation for promoting community health and methods to advocate for those measures—key practice components of the leadership and community/public health principles of “Framework for 21st Century School Nursing Practice™.”

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.

How May the School Nurse Use Data Effectively?

2012 ◽  
Vol 27 (1) ◽  
pp. 42-46 ◽  
Author(s):  
Anne Harris Sheetz
Keyword(s):  
Health Care ◽  
Performance Improvement ◽  
Nursing Practice ◽  
School Nurses ◽  
Data Driven ◽  
School Nursing ◽  
Evidence Based ◽  
Health Care Settings ◽  
Data Limitations ◽  
Improvement Programs

Consistent with their colleagues in other health care settings, school nurses function in a data-driven society. Collecting, analyzing, and sharing data with stakeholders are critical responsibilities for both improving school nursing practice and interpreting its importance to others. School nurses have unique opportunities to collect and use data in a variety of capacities affecting the health and education of children and adolescents. Moving into data-driven practice offers exciting surprises—and demands abilities to identify questions, understand data limitations, create and implement performance improvement programs, and use findings for evidence-based practice and advocacy.

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.

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.

A Model for Developing Evidence-Based Clinical Practice Guidelines for School Nursing

2019 ◽  
Vol 36 (6) ◽  
pp. 415-422 ◽  
Author(s):  
Robin Adair Shannon ◽  
Erin D. Maughan
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
School Nurses ◽  
School Nursing ◽  
Evidence Based ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Special Health

School nurses need evidence-based clinical practice guidelines (CPGs) to provide quality care for students with special health-care needs. However, a gap analysis revealed a paucity of rigorous school nursing CPGs. To fill this gap, a Model for Developing Evidence-based Clinical Practice Guidelines for School Nursing (School Nursing CPG Model) was designed under the auspices of the National Association of School Nurses to offer school nurse scholars, school health leaders, and pediatric clinical experts a standardized structure and systematic process to create rigorous evidence-based CPGs. The aim is to employ the School Nursing CPG Model to build a repository of CPGs that are projected to improve the quality of school nursing practice, thereby improving health and educational outcomes for students with special health-care needs. The School Nursing CPG Model is anticipated to apply to CPG development for other nursing specialties.

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.

Did Your Evidence-Base Program Work? Share the News! CLUES #5/6: Assess and Alert

2018 ◽  
Vol 33 (4) ◽  
pp. 216-219
Author(s):  
Catherine F. Yonkaitis ◽  
Erin D. Maughan
Keyword(s):  
School Nurse ◽  
Evidence Base ◽  
School Nurses ◽  
School Nursing ◽  
Evidence Based ◽  
Nursing Knowledge ◽  
Full Circle ◽  
Oral Presentations

The work of the school nurse does not end with the institution of an evidence-based intervention. The steps of EBP tell us that we must “Assess” the effectiveness of an intervention to determine if it is having the desired effect. When we find success in our EBP changes we must come full circle and share or “Alert” stakeholders and other school nurses by disseminating our work. School nurses can share their success through written and oral presentations to insure that we add to our collective school nursing knowledge.

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