scholarly journals U.S. Licensed School Nurses Working in an International Setting

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Julie Hudson ◽  
Nancy Tsurumaki
Keyword(s):  
United States ◽  
School Personnel ◽  
The United States ◽  
School Nurses ◽  
Third Culture Kids ◽  
School Nursing ◽  
Overseas Schools ◽  
Third Culture ◽  
International Setting ◽  
Education Activity

There are many similarities between school nursing abroad and school nursing in the United States. However, there are also some major differences in school governance, parents, students, school dynamics, and school personnel. This article offers insights from two nurses working overseas in Japan as school nurses, one at a Department of Defense Education Activity (DoDEA) school in Okinawa and one in an international school in Tokyo. The authors offer an overview comparison of these types of overseas schools in areas such as history; funding and governance; and families. They present student challenges and experiences encountered while providing school nursing overseas. Implications for practice are offered in the context of working with Third Culture Kids, or those students who return to schools in the United States after an international experience that, even if positive, may affect their reintegration into American culture.

Power of the Past, Celebrate the Present, Force of the Future Part 1: Our Story—NASN’s First 25 Years

2018 ◽  
Vol 33 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Linda C. Wolfe
Keyword(s):  
United States ◽  
50Th Anniversary ◽  
The United States ◽  
School Nurses ◽  
School Nursing ◽  
Historical Account ◽  
Professional Affiliation ◽  
The Past ◽  
The Future ◽  
Anniversary Celebration

In June 2018, NASN begins a yearlong 50th-anniversary celebration. This article is the first in a series exploring the history, examining the present, and visioning the future of our organization. Part 1 provides a historical account of the first 25 years of the organization and uncovers the passion of our past leaders in promoting the profession of school nursing and creating a national unified voice. With its inception in the United States in 1902, school nurses seeking professional affiliation joined where they were welcome. Unfortunately, no single organization was open and willing to speak on behalf of all school nurses. Through partnerships, collaboration, advocacy, sacrifice, and unwavering determination, a group of school nurses leaders successfully birthed our organization. Yes, the 50th anniversary of NASN deserves a celebration!

Public School Nursing Practice in the United States

2018 ◽  
Vol 34 (3) ◽  
pp. 232-244 ◽  
Author(s):  
Mayumi A. Willgerodt ◽  
Douglas M. Brock ◽  
Erin D. Maughan
Keyword(s):  
United States ◽  
Public School ◽  
Nursing Practice ◽  
Practice Patterns ◽  
School Nurse ◽  
The United States ◽  
School Nurses ◽  
School Level ◽  
School Nursing ◽  
Full Time

School nursing practice has changed dramatically over the past 20 years, yet few nationally representative investigations describing the school nursing workforce have been conducted. The National School Nurse Workforce Study describes the demographic and school nursing practice patterns among self-reported public school nurses and the number and full-time equivalent (FTE) positions of all school nurses in the United States. Using a random sample stratified by public/private, region, school level, and urban/rural status from two large national data sets, we report on weighted survey responses of 1,062 public schools. Additional questions were administered to estimate the school nurse population and FTEs. Findings reported illustrate differences by strata in public school nurse demographics, practice patterns, and nursing activities and tasks. We estimate approximately 132,300 self-identified practicing public and private school nurses and 95,800 FTEs of school nurses in the United States. Research, policy, and school nursing practice implications are discussed.

Tightening the Gap

2019 ◽  
pp. 154-176
Author(s):  
Maria Ray Langheim ◽  
Ann Maureen McCaughan
Keyword(s):  
United States ◽  
Law Enforcement ◽  
School Violence ◽  
School Personnel ◽  
The United States ◽  
School Shooting ◽  
Community Members ◽  
Essential Step ◽  
Successful Communication ◽  
Common Goals

Between January 1, 2012 and January 30, 2018 alone there were 27 school shooting incidents, accounting for 62 victim deaths, 108 victims injured, countless witness and community members affected, and 10 assailants who committed suicide or were killed by a police officer during the attack, at schools or campuses across the United States (U.S.). Clearly, further intervention and prevention strategies are necessary for school personnel and law enforcement, as well as our greater communities, in reducing instances of school violence. Identification of individuals and groups who are at higher risk for violence toward self or others is one essential step in prevention. When prevention is unsuccessful, a student may begin down a path toward violence, eventually posing a threat to the extent that identifying and intervening becomes necessary. Encouraging law enforcement and school personnel to become well-versed in both, so that they might successfully support each other's efforts and develop common goals, is essential to successful communication regarding students and groups of concern.

scholarly journals Responding to Marginalization

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668491 ◽  
Author(s):  
Jie Y. Park
Keyword(s):  
United States ◽  
High School ◽  
Classroom Observation ◽  
School Personnel ◽  
The United States ◽  
Observation Data ◽  
Youth Workers ◽  
Community Based ◽  
Refugee Students ◽  
Youth Language

This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.

Delegation Guided by School Nursing Values: Comprehensive Knowledge, Trust, and Empowerment

2009 ◽  
Vol 25 (5) ◽  
pp. 352-360 ◽  
Author(s):  
Shirley C. Gordon ◽  
Charlotte D. Barry
Keyword(s):  
Health Care ◽  
The United States ◽  
School Nurses ◽  
Direct Care ◽  
School Nursing ◽  
Qualitative Research Study ◽  
Comprehensive Knowledge ◽  
Nursing Values ◽  
Area Of Concern ◽  
Unlicensed Assistive Personnel

As health care institutions in the United States respond to shrinking budgets and nursing shortages by increasing the use of unlicensed assistive personnel (UAP), school nursing practice is changing from providing direct care to supervising activities delegated to UAP. Therefore, delegation is a critical area of concern for school nurses. The purpose of this qualitative research study was to explore values guiding the delegation of health care tasks to UAP in school settings from the perspective of the school nurse. An inquiry focus group was conducted with 64 Florida school nurses. Values guiding delegation were comprehensive knowledge, trust, and empowerment. These values provided a framework for guiding the delegation process.

The role of school nursing in the United States

1991 ◽  
Vol 5 (3) ◽  
pp. 135-140 ◽  
Author(s):  
Frances Thurber ◽  
Barbara Berry ◽  
Mary Emily Cameron
Keyword(s):  
United States ◽  
The United States ◽  
School Nursing

School Nursing for the 21st Century: Assessing Scope of Practice in the Current Workforce

2019 ◽  
pp. 105984051988060 ◽  
Author(s):  
Diane Davis ◽  
Erin D. Maughan ◽  
Krista A. White ◽  
Margaret Slota
Keyword(s):  
Public Health ◽  
Quality Improvement ◽  
Nursing Practice ◽  
Gap Analysis ◽  
Public Health Practice ◽  
The United States ◽  
School Nurses ◽  
School Nursing ◽  
Convenience Sample ◽  
State Regulations

A gap analysis was used to examine the scope of school nursing practice in the United States. An investigator-developed 39-item self-assessment survey of scope of school nursing practice was modified from an existing validated tool, organized around the five principles of the National Association of School Nurses’ Framework: Standards of Practice, Quality Improvement, Care Coordination, Community/Public Health, and Leadership and also explored barriers to practice. The survey was sent to a national convenience sample of practicing school nurses. The survey was completed by 3,108 practicing school nurses. Gaps were identified for all principles and were greatest for Quality Improvement and Community/Public Health practice. All practice items were rated more important than the ability to practice that item ( p < .001). Self-identified barriers including workload, school/district expectations, and state regulations accounted for significant variances in practice across four of five principles ( p < .05, p < .001). Recommendations include support for population-focused evidence–based school nursing practice.

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