scholarly journals Healthy and Ready to Learn: School Nurses Improve Equity and Access

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Kathleen Johnson
Keyword(s):  
School Setting ◽  
Nurse Staffing ◽  
School Nurses ◽  
Educational Opportunities ◽  
School Nursing ◽  
Healthy Children ◽  
Student Needs ◽  
Nursing Support ◽  
Equity And Access ◽  
To Come

Healthy children learn better; educated children grow to raise healthier families advancing a stronger, more productive nation for generations to come. School nurses work to assure that children have access to educational opportunities regardless of their state of health. Challenges exist in coordinating children’s healthcare, but also present opportunities to build a robust system of care for children. This article briefly reviews the historical roots and legal issues in school nursing, and discusses student needs for school nursing support and disabilities in the school setting. The work of school nursing is described, as well as registered nurse staffing in schools. The conclusion considers current and future issues in school nursing, including funding and delivery issues, the use of information technology, and partnership opportunities.

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 Corona Virus and Education Crisis in Kenya: Lessons Learnt

2021 ◽  
Vol 2 (3) ◽  
pp. 133-136
Author(s):  
Robert Bisonga Mwebi
Keyword(s):  
Online Education ◽  
Social Inequalities ◽  
Educational Opportunities ◽  
Sustainable Development Goal ◽  
Equity And Access ◽  
Education Crisis ◽  
E Learning ◽  
To Come ◽  
Learning Institutions

Since the emergence of COVID pandemic, the education sector seems to have been worst hit due to closure of all learning institutions worldwide, as a way of containing the spread of the disease. Consequently, most institutions have adopted remote learning as an alternative to offering education to the learners. However, a myriad of challenges have ensured that threatens the attainment of SDG goal number 4 on quality of education. This paper attempts to discuss the challenges that are facing online education in Kenya and its likelihood of propagating traditional social inequalities that threatens the attainment of sustainable development goal on quality education. The paper recommends the need to come up with a policy to ensure harmony in the way e-learning is conducted to enhance quality, equity, and access to educational opportunities for all learners in Kenya.

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.

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 Reimagining School Nursing: Lessons Learned From a Virtual School Nurse

2021 ◽  
pp. 1942602X2199643
Author(s):  
Bill Marrapese ◽  
Jenny M. Gormley ◽  
Kristen Deschene
Keyword(s):  
Public Schools ◽  
Virtual World ◽  
School Nurses ◽  
Virtual Schools ◽  
Lessons Learned ◽  
Virtual School ◽  
School Nursing ◽  
Job Description ◽  
Brick And Mortar ◽  
Ongoing Support

The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.

School Nurses on the Front Lines of Medicine: Take a BREATH: The Approach to a Student With Respiratory Distress

2017 ◽  
Vol 33 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Morgann Loaec ◽  
Robert P. Olympia
Keyword(s):  
Emergency Department ◽  
Respiratory Distress ◽  
Respiratory Symptoms ◽  
School Setting ◽  
School Nurses ◽  
Initial Assessment ◽  
Level Of Care ◽  
Primary Health ◽  
Life Threatening

Students presenting with varying degrees of respiratory symptoms and distress occur commonly in the school setting. It is important to develop a differential diagnosis for respiratory distress, to initiate stabilization of the student with life-threatening symptoms, and to triage these students to an appropriate level of care (back to the classroom, home with their guardian with follow up at their primary health care provider’s office, or directly to the closest emergency department via Emergency Medical Services). This article describes the initial assessment and management of a student presenting with respiratory distress.

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