1
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Bergren MD. The Journal of School Nursing / SAGE Writing Awards. J Sch Nurs 2024; 40:245-246. [PMID: 38557314 DOI: 10.1177/10598405241242207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024] Open
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2
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Boyd M, Cygan HR, Marshall B, Little D, Bejster M. Supporting and Establishing Gender and Sexuality Alliances in Chicago Public Schools. J Sch Nurs 2024; 40:342-351. [PMID: 36474422 DOI: 10.1177/10598405221142306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2024] Open
Abstract
School nurses are uniquely positioned to support lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ) students. One approach is involvement in Gender and Sexuality Alliances (GSAs). GSAs have been found to improve outcomes for LGBTQ students. The purposes of this quality improvement project were to build infrastructure for GSAs by implementing a GSA Support Plan including a digital resource binder, GSA advisor trainings, and establishment of an Advisor Leadership Committee and increase the number of schools with a GSA. The binder was distributed electronically to 95 advisors. Forty-nine participants attending virtual trainings. A statistically significant increase in all measures of participant confidence occurred between the pre- and post-training surveys. The Advisor Leadership Committee was established. This paper adds to the literature by showing that support for GSAs is important to aiding LGBTQ students. Further, authors suggest ways in which school nurses can harness their expertise to be involved with GSAs.
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Affiliation(s)
- Makayla Boyd
- Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL, USA
| | - Heide R Cygan
- Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL, USA
| | - Booker Marshall
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL, USA
| | - Derrick Little
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL, USA
| | - Mallory Bejster
- Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL, USA
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3
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Orozco A. Nursing in a Predominantly Hispanic School Community. Hisp Health Care Int 2024; 22:62. [PMID: 38567390 DOI: 10.1177/15404153241244448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
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Bergren MD. The National Association of School Nurses Position Statements: A Transition from NASN School Nurse to The Journal of School Nursing. J Sch Nurs 2024; 40:247. [PMID: 38718484 DOI: 10.1177/10598405241242209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/15/2024] Open
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5
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Roesler M, Fato P, Holm A. Catching Up With Clean Intermittent Catheterization: Guide to Products, Tips, and Tricks. NASN Sch Nurse 2024; 39:120-124. [PMID: 37997366 DOI: 10.1177/1942602x231212937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2023]
Abstract
Clean intermittent catheterization (CIC) is the gold standard for the management of urinary retention. Students with special healthcare needs who require CIC can be supported by school nurses who have knowledge and expertise in the management of CIC including an understanding of available products, reinforcement of proper technique, and resources available to promote student independence. This article will discuss the variety and unique features of CIC products and tips to overcoming barriers in bladder management.
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Affiliation(s)
| | | | - Annie Holm
- Kennedy Krieger Institute, Baltimore, MD
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6
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Orenstein S, Yarnell J, Connors E, Bohnenkamp J, Hoover S, Lever N. The State School Mental Health Profile: Findings from 25 States. J Sch Health 2024; 94:443-452. [PMID: 38321623 DOI: 10.1111/josh.13442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Revised: 01/02/2024] [Accepted: 01/09/2024] [Indexed: 02/08/2024]
Abstract
BACKGROUND State-level leadership and conditions are instrumental to local and regional comprehensive school mental health system (CSMHS) quality, sustainability, and growth. However, systematic documentation of state-level school mental health (SMH) policy, infrastructure, funding, and practice is limited. METHODS Using a multi-phase, multi-method process, we developed the State School Mental Health Profile (State Profile) to offer a comprehensive landscape of state SMH efforts. State leaders in 25 states completed the State Profile once over a 3-year data collection period. Mixed methods results are reported in 8 domains. RESULTS State education agencies were reportedly most involved in SMH technical assistance, advocacy, leadership, funding, and service provision, with mental health agencies reported as second most involved. Nearly half of state respondents reported having a state-level SMH director or coordinator. Policies with the greatest perceived impact require implementation of and funding for SMH services and supports. Despite leveraging multiple sources of funding, most states emphasized lack of funding as a primary barrier to establishing CSMHSs. All states reported staffing shortages. CONCLUSION The State Profile can assist multi-agency state leadership teams to self-assess policy, infrastructure, and resources to support CSMHSs statewide. Findings point to areas of opportunity to advance equity across resource allocation, service provision, and policy development.
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Affiliation(s)
- Shawn Orenstein
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
| | - Jordy Yarnell
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
| | - Elizabeth Connors
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
- Department of Psychiatry, Yale University, 389 Whitney Avenue, Office 106, New Haven, CT, 06511
| | - Jill Bohnenkamp
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
| | - Sharon Hoover
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
| | - Nancy Lever
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD, 21201
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Bundy B, Gormley JM. Introduction to School Medicaid for School Nurses. NASN Sch Nurse 2024; 39:148-155. [PMID: 38093533 DOI: 10.1177/1942602x231213604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2024]
Abstract
School nurses are important participants in School Medicaid (SM) programs nationally. Yet, the complexity of SM programs and required documentation are major barriers to implementing this program for nurses. School nurses are often required to participate in the SM program without having a clear understanding of the purpose and components of the overall program. With the expansion of SM programs due to the Centers for Medicare and Medicaid Services "free care" guidance change, nursing services and documentation are receiving more attention and scrutiny as more nursing services become eligible for reimbursement in states across the country. This article presents a clear overview of SM, its history, different components of state SM programs, school nursing documentation and challenges, and resources for school nurses who are interested in more information.
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Affiliation(s)
- Bob Bundy
- Professional Software for Nurses, Inc., Amherst, NH
| | - Jenny M Gormley
- Northeastern University School Health Academy (NEUSHA), Northeastern University Boston, MA
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8
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King K. The Picture of School Nursing: Framing Our Work. NASN Sch Nurse 2024; 39:115-117. [PMID: 38622847 DOI: 10.1177/1942602x241240149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024]
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9
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Keeton VF, Soleimanpour S, Geierstanger S, Schapiro NA. Case Management for Social Needs of Youth and Families in School-Based Health Centers. J Sch Health 2024; 94:462-468. [PMID: 38234257 PMCID: PMC10987258 DOI: 10.1111/josh.13432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 11/15/2023] [Accepted: 12/05/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND School-based health centers (SBHCs) are ideal settings to address social needs of youth and families. Case managers can play a vital role in social care interventions. METHODS We piloted a program to incorporate a Case Manager into the care team of 1 SBHC serving 2 local schools with over 900 students and their surrounding communities. This project's purpose was to evaluate program feasibility, utilization, and acceptability. Our mixed-methods evaluation included analyses of data from electronic health records, client satisfaction surveys, and staff interviews. RESULTS During the 6-month pilot, the Case Manager served 133 clients (about one third of all SBHC clients served) through 593 contacts. Most contacts included referrals to support services (90%) and 37% addressed newcomer immigrant adjustment. All 37 respondents to the satisfaction survey during the 3-month administration period (44% response rate) reported that the Case Manager made them feel comfortable asking for help; 95% reported getting the help they needed. The 7 SBHC staff interviewed shared many program benefits, including increased time for clinical services. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Inequities in children's health and educational achievement are influenced by structural factors. Results from our pilot program demonstrate that SBHCs may be well-positioned to deliver social care interventions and that case managers enhance the ability to deliver quality care. CONCLUSIONS School-based programs to address unmet social needs are critical to supporting learning and wellness for all youth. Robust studies are needed to further test the impacts of case management in SBHCs.
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Affiliation(s)
- Victoria F Keeton
- Department of Obstetrics, Gynecology, and Reproductive Sciences, CA Preterm Birth Initiative, University of California, San Francisco, San Francisco, CA
| | - Samira Soleimanpour
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA
| | - Sara Geierstanger
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA
| | - Naomi A Schapiro
- Department of Family Health Care Nursing, University of California, San Francisco, San Francisco, CA
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Wahlström E, Wallander F, Stier J. Vacillating between "strange" and "familiar" - representations of children in migrant families and their health in Swedish school health services. Soc Sci Med 2024; 348:116809. [PMID: 38547808 DOI: 10.1016/j.socscimed.2024.116809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 03/13/2024] [Accepted: 03/19/2024] [Indexed: 04/29/2024]
Abstract
Representations of migrants influence how they are perceived by others. Hence, how children who have migrated or whose parents have migrated (Children in Migrant Families: CMFs) are represented in clinical practice guidelines (CPGs) for Swedish school health services (SHS) may influence how they are perceived by school nurses. Thus, this study aimed to explore representations of CMFs in school nurses' CPGs. Data consisted of 130 CPGs from municipalities in Sweden. Documents were analyzed using the "What is the Problem Represented to be" (WPR) approach - an analytic strategy for investigating embedded assumptions of "problems". In the analysis, Sarah Ahmed's work on "strangers" and "strangeness" was applied. In the CPGs, the CMFs and their health were repeatedly mentioned in conjunction with the need for particular or additional actions, efforts, or routines when assessing or discussing their health, to a degree beyond what is "usually" provided. This need was motivated by representing the CMFs and their health as being the same, yet different in relation to "Swedish" children in general. Thus, the children were not only represented as different, but they were "foreignized". These representations of difference and foreignness placed the children on a continuum in relation to what is recognized as "familiar" in their health, and constructed elastic boundaries between the strange and the familiar. By illustrating how these boundaries were used for difference-making between "familiar" and "strange", this study showed how CMFs are alternately represented as similar and different, and foreignized while provided with SHS aiming to make them "familiar".
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Affiliation(s)
- Emmie Wahlström
- ChiP research group, School of health, care and social welfare, Mälardalen University, Västerås, 721 23, Sweden; School of health, care and social welfare, Mälardalen University, Västerås, 721 23, Sweden.
| | - Frida Wallander
- ChiP research group, School of health, care and social welfare, Mälardalen University, Västerås, 721 23, Sweden
| | - Jonas Stier
- ChiP research group, School of health, care and social welfare, Mälardalen University, Västerås, 721 23, Sweden; School of health, care and social welfare, Mälardalen University, Västerås, 721 23, Sweden
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Yonkaitis CF. Embracing Anticipation. NASN Sch Nurse 2024; 39:114. [PMID: 38693684 DOI: 10.1177/1942602x241242505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2024]
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White B, Hetzel A, Willgerodt M, Durkee-Neuman E, Nguyen L. The impact of COVID-19 on school nursing: A qualitative survey of stressors faced by school nurses. Public Health Nurs 2024; 41:543-554. [PMID: 38497562 DOI: 10.1111/phn.13297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 01/26/2024] [Accepted: 02/22/2024] [Indexed: 03/19/2024]
Abstract
BACKGROUND As students returned to school, school nurses were responsible for infection control, communication, and the preparation of supplies and facilities. School nurses in the Pacific Northwest US demonstrated a higher prevalence of mental health symptoms in the years since the pandemic began, suggesting that their experience may have been unique. OBJECTIVE This study aimed to explore the stressors of school nurses in the Pacific Northwest at two time points. DESIGN This study is a qualitative, descriptive analysis of anonymous survey responses collected in June of 2021 (n = 333) and between October and December 2021 (n = 284). SAMPLE Self-identifying school nurses working in K-12 schools in Washington State were invited to participate. MEASUREMENTS Participants completed open-ended survey questions designed to elicit their experiences during the pandemic. RESULTS Four themes emerged from the data: (1) isolation from administration and the school community, (2) COVID-19-related workload, (3) disorganized and inconsistent communication, and (4) concern for students, themselves, and others. CONCLUSIONS School nurses played a vital public health role during the pandemic. However, their effectiveness may not have been fully utilized and sometimes undermined. Lastly, our findings highlight the difficulties encountered in implementing the changing scientific and public health guidance during the pandemic.
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Affiliation(s)
| | - Annie Hetzel
- WA Office of the Superintendent for Public Instruction, Seattle, Washington, USA
| | | | | | - Lan Nguyen
- Seattle University, Seattle, Washington, USA
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Luehr RE, Schultz C, Riley A. State School Nurse Consultants Issue RN Action Agendas. NASN Sch Nurse 2024; 39:130-134. [PMID: 38484155 DOI: 10.1177/1942602x231223167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2024]
Abstract
The National Association of State School Nurse Consultants (NASSNC) recently issued two action agendas for school nurses. The first action agenda promotes school nurses using their credentials in all communications, documenting their expertise and asserting their legal authority to practice professional nursing. The focus is on the baccalaureate-prepared registered nurse (RN) being the entry level preparation for school nursing. The second action agenda suggests school nurses can increase school administrator support by explaining their specialty practice and offers several marketing strategies. School nurses are invited to access the RN Action Agendas at the NASSNC website link provided.
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Affiliation(s)
- Ruth Ellen Luehr
- Data & Research Committee Member, National Association of State School Nurse Consultants, School Health Services Specialist Emeritus, Minnesota Department of Education, Saint Paul, MN
| | - Colleen Schultz
- Co-Chair, Data & Research Committee, National Association of State School Nurse Consultants, Director, Pennsylvania Department of Health, Harrisburg, PA
| | - Andrea Riley
- Co-Chair, Data & Research Committee, National Association of State School Nurse Consultants, Children's Nebraska, Lincoln, NE
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Gavin E, Pleus D. School Nurses' Emotional Wellbeing: May the Schwartz Be With you! NASN Sch Nurse 2024; 39:135-138. [PMID: 38143432 DOI: 10.1177/1942602x231213052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2023]
Abstract
The purpose of this article is to introduce Schwartz Rounds as a means for school nurses to foster their personal wellbeing by sharing their experiences. Nurse panelists openly discuss their journeys, followed by facilitated small-group conversations led by mental health professionals. To address the unique challenges of school nurses during the COVID-19 pandemic, the New Jersey Nursing Emotional Well-Being Institute initiated virtual Schwartz Rounds. New Jersey State School Nurses Association leaders joined as panelists to discuss the theme of hope for the upcoming school year. Schwartz Rounds prove highly effective in preserving and enhancing school nurses' mental health and wellbeing, allowing them to maintain their vital work while caring for themselves and their school communities. This approach builds community among school nursing professionals, fostering connections, and providing mutual support to combat isolation.
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Archuleta S, Allison-Burbank JD, Ingalls A, Begay R, Grass R, Larzelere F, Begaye V, Howe L, Tsosie A, Keryte AP, Haroz EE. Withdrawal: Baseline Sociodemographic Characteristics and Mental Health Status of Primary Caregivers and Children Attending Schools on the Navajo Nation and White Mountain Apache Tribe During COVID-19. J Sch Health 2024; 94:481. [PMID: 38225814 DOI: 10.1111/josh.13419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 10/25/2023] [Accepted: 11/13/2023] [Indexed: 01/17/2024]
Abstract
Withdrawal: 'Baseline Sociodemographic Characteristics and Mental Health Status of Primary Caregivers and Children Attending Schools on the Navajo Nation and White Mountain Apache Tribe During COVID-19' by Shannon Archuleta MPH, Joshuaa D. Allison-Burbank PhD, Allison Ingalls MPH, Renae Begay MPH, Ryan Grass BS, Francene Larzelere PhD, Vanessa Begaye BS, Lacey Howe BS, Alicia Tsosie BS, Angelina Phoebe Keryte BA, Emily E. Haroz PhD, J Sch Health 2024, 10.1111/josh.13419. The above article, published online on 15 January 2024 in Wiley Online Library (https://onlinelibrary.wiley.com/doi/full/10.1111/josh.13419) has been withdrawn by agreement between the authors, the journal's Editor in Chief, Michael W. Long, the American School Health Association and Wiley Periodicals LLC. The withdrawal has been agreed because consent for publication from one of the tribes participating in the study was pending at the time of publication.
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Tanner A, Griffin R, Stanislo KJ, Hinkley T, Walsh CA, Clark E, Graf K, La Point R, D'Souza-Vazirani D. A Contemporary Framework Update for Today's School Nursing Landscape: Introducing the School Nursing Practice Framework™. NASN Sch Nurse 2024; 39:140-147. [PMID: 38623932 DOI: 10.1177/1942602x241241092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024]
Abstract
School nursing is a unique nursing specialty that benefits from a practice framework that aids school nurses in explaining and accomplishing their role. In 2016, the NASN debuted its Framework for 21st Century School Nursing Practice™, which has shaped school nursing practice as well as education, leadership, research, and collaboration with stakeholders. However, practice frameworks are not meant to remain the same indefinitely. Therefore, NASN evaluated and updated the Framework to ensure its continued alignment with the education and healthcare landscape. The purpose of this article is to share the history of the Framework for 21st Century School Nursing Practice™ development, provide the rationale for the update, and discuss the strategic process NASN used to update its Framework now entitled the School Nursing Practice Framework™.
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Affiliation(s)
- Andrea Tanner
- Consulting Research Strategist National Association of School Nurses Silver Spring, MD
| | - Renee Griffin
- Program … Project Specialist-Research … Education, National Association of School Nurses Silver Spring, MD
| | - Kimberly J Stanislo
- Research Education Practice Director, National Association of School Nurses, Silver Spring, MD
| | - Terri Hinkley
- Chief Executive Officer, National Association of School Nurses, Silver Spring, MD
| | - Carol A Walsh
- Chief Operating Officer, National Association of School Nurses, Silver Spring, MD
| | - Elizabeth Clark
- Nursing Education … Practice Specialist, National Association of School Nurses, Silver Spring, MD
| | - Karen Graf
- Nursing Education and Practice Specialist, National Association of School Nurses, Silver Springs, MD
| | - Rodney La Point
- Nursing Education and Practice Specialist, National Association of School Nurses, Silver Spring, MD
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Oerther S, Oerther DB. The Role of the School Nurse in Addressing Climate-Associated Illnesses: Water. NASN Sch Nurse 2024; 39:125-129. [PMID: 37968840 DOI: 10.1177/1942602x231208711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2023]
Abstract
Climate change is having an unprecedented influence on human health. For example, increased frequency of storms with excessive precipitation may contribute to flooding, which contributes to increased water-related dermatological, gastrointestinal, and respiratory illnesses. Some of these water-related illnesses, which can be transmitted via recreational waterborne pathways, may be seen in school-age children. The purpose of this article is to raise awareness of the impact some recreational water-related illnesses have on school-age children's health and to provide school nurses with information on the signs and symptoms of these illnesses as well as prevention tips nurses may wish to share with parents. This is the third article in a series meant to inform school nurses about illnesses linked to local changes in weather that may be arising from global changes in climate and provide them with the tools they need to safeguard children's health.
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Affiliation(s)
- Sarah Oerther
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO
| | - Daniel B Oerther
- Department of Civil, Architectural, and Environmental Engineering, Missouri University of Science and Technology, Rolla, MO
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18
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Kivimäki HM, Ståhl TP, Joronen KM, Rimpelä AH. Parents' Participation in School Health Examinations for Their Adolescent Children in Finland. J Sch Nurs 2024; 40:189-199. [PMID: 34894843 PMCID: PMC10924550 DOI: 10.1177/10598405211058841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Engaging parents in school health examinations can promote adolescents' well-being. We examined parents' participation in universal school health examinations in Finland reported by adolescents in school surveys (14 to 16-year-olds, N = 58,232). Further we studied variation between service providers and schools, and student and school-level factors in participation. National data were analyzed using multilevel logistic regression models. Less than half of the adolescents reported parents' participation. The variation between service providers and schools was large. Non-participation was associated with mother's low education, students' immigrant background, daily health complaints, heavy drinking, and discussion difficulties with parents. Boys and those who did not live with both mother and father had a higher risk for parents' non-participation. Adolescents with a long-term illness or being bullied reported participation more often. Inviting parents and the school health nurse resource were not associated with participation. Our results raise the question of barriers to participation in health examinations.
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Affiliation(s)
- Hanne M. Kivimäki
- The Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Timo P. Ståhl
- The Department of Public Health and Welfare, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Katja M. Joronen
- Department of Nursing Science University of Turku, Turku, Finland
| | - Arja H. Rimpelä
- Faculty of Social Sciences, Unit of Health Sciences, Tampere University, Tampere, Finland
- Department of Adolescent Psychiatry, Tampere University Hospital, Tampere, Finland
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LaMonica-Weier A, Perlia Bavis M. Kids First: A Multicomponent Onboarding for Practitioner Students in a School-Based Health Center. J Sch Nurs 2024; 40:231-236. [PMID: 35253498 DOI: 10.1177/10598405221085682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
School-Based Health Centers (SBHCs) often serve vulnerable populations who have been exposed to adverse childhood experiences (ACEs) which have been tied to an increase in adult health risk factors. At an urban SBHC serving adolescent students, 75% of patients reported three or more ACEs. This SBHC also had multiple practitioner students. A multicomponent onboarding was created to implement the Patient Interaction Standard of Care, addressing the SBHC model, adolescent care, and ACEs. Practitioner students that completed the onboarding demonstrated 97% adherence to the Patient Interaction Standard of Care "Always" or "Most of the Time." By onboarding frequent practitioner students, care provided to this vulnerable patient population was more consistently aligned to evidenced-based care appropriate for the SBHC model, adolescent care, and ACEs. This demonstrates the importance of mandatory onboarding completion compliance and further implementation across other SBCHs.
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Fisher S, Benner K, Huang H, Day E. Substance Use Screening, Brief Intervention, and Referral to Treatment in Urban Settings: Barriers and Facilitators to Implementation With Minoritized Youth. J Sch Health 2024; 94:299-307. [PMID: 38239183 PMCID: PMC10939917 DOI: 10.1111/josh.13430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 12/06/2023] [Accepted: 12/17/2023] [Indexed: 02/18/2024]
Abstract
BACKGROUND Substance use in minoritized youth is associated with negative long-term health and life outcomes. The present study explores perspectives of school stakeholders at urban minority-serving schools regarding integration of an evidence-based intervention, screening, brief intervention, and referral to treatment (SBIRT) into existing school prevention models. METHODS Twenty-two participants were interviewed using the Consolidated Framework for Implementation Research to identify barriers and facilitators to SBIRT implementation. Qualitative data were transcribed, coded, and analyzed. RESULTS Four major themes related to barriers to SBIRT implementation included: lack of training, unclear role expectations, student confidentiality, and punitive school climates. The 3 major facilitators included: the feasibility of the intervention, its fit within multi-tiered systems of support, and the districts increasing collaboration with community mental health providers. These major themes along with other minor themes are discussed. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY SBIRT implementation within low-income, minority-serving schools may reduce substance use disparities among minoritized youth, improving health and life outcomes. Recommendations addressed training, school climate, and student engagement, highlighting a collaborative and supportive approach involving all stakeholders. CONCLUSIONS While SBIRT implementation has barriers and facilitators, overall, school staff were optimistic about implementation. In light of these findings, additional research should embed SBIRT in these settings.
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Affiliation(s)
- Sycarah Fisher
- Department of Educational Psychology, University of Georgia, Athens, GA USA
| | - Kalea Benner
- College of Social Work, University of Kentucky, Lexington, KY, USA
| | | | - Elizabeth Day
- Department of Educational Psychology, University of Georgia, Athens, GA USA
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21
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Cygan HR, Dombrowski RD, Moore EWG, Tully J, Kin K, Hansen E. Development of a School Health Policy Implementation Survey: A Delphi Study. J Sch Nurs 2024; 40:135-143. [PMID: 34882017 DOI: 10.1177/10598405211057588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Data on school health policy implementation are limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n = 378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n = 64) of questions. The remaining 15.8% (n = 12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21st Century School Nursing Practice.
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Affiliation(s)
- Heide R Cygan
- Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL
| | - Rachael D Dombrowski
- Division of Kinesiology Health and Sport Studies, College of Education, Wayne State University, Detroit, MI
| | - E Whitney G Moore
- Kinesiology, Health & Sport Studies, Achievement Motivation Theory Specialist, College of Education, Wayne State University, Detroit, MI
| | - Jamie Tully
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL
| | - Kimberly Kin
- Kinesiology, Health & Sport Studies, College of Education, Wayne State University, Detroit, MI
| | - Elizabeth Hansen
- Office of Student Health and Wellness, Chicago Public Schools, Chicago, IL
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22
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Willgerodt MA, Griffith K. Examination of Social Determinants of Health, District Health Needs, School Nurse Caseload, and Academic Outcomes in Washington State. J Sch Nurs 2024; 40:125-134. [PMID: 34637355 DOI: 10.1177/10598405211047849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The purpose of this study was to examine associations between caseload, social determinants, health needs, students meeting grade-level English and Math standards, and attendance. Data from the Washington State Open Data Portal and Report Card were combined with District Health Assessment data from 264 school districts. Analyses of variance and linear stepwise regression analyses were conducted. Key findings indicate significant differences in English and Math outcomes by caseloads, with higher caseload districts have lower percentages of students meeting English and Math standards, but not attendance. Caseload is a significant predictor of students meeting English and Math standards, after controlling for social determinants and district health needs. Findings point to the complexity of school nursing work and builds a foundation to guide future nursing research. Large prospective studies that allow for comprehensive measurement of structure, process and outcomes variables are needed to advance school nursing research.
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McCabe E, Grunin L, Jameson B. Advancing School Health: Building a Partnership Between School Nurses and the Centers for Disease Control and Prevention. J Sch Nurs 2024; 40:123-124. [PMID: 38291717 DOI: 10.1177/10598405241227884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2024] Open
Affiliation(s)
- Ellen McCabe
- Hunter College, Hunter-Bellevue School of Nursing, The City University of New York, USA
| | - Laura Grunin
- Rory Meyers College of Nursing, New York University, USA
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24
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Abstract
Continuing education (CE) can help school nurses achieve the unique competencies required for the challenges of an academic health setting. A comprehensive understanding of school nurse learning needs is necessary to guide CE development. The purpose of this study was to describe school nurse perceptions of their learning needs according to the Framework for 21st Century School Nursing Practice ™. The researchers analyzed data from 24 interviews with practicing school nurses using descriptive coding to identify perceived learning needs. Learning needs relevant to all areas of the framework were identified, with clinical judgment and team development emerging as priority areas for CE. These results illuminate school nurse perceptions of their own learning needs and can help guide the development of meaningful CE opportunities.
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Affiliation(s)
- Kasey Jordan
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Heather Harris
- College of Health Sciences and Professions, University of North Georgia, Dahlonega, GA, USA
| | - KellyAnn Reese
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Carter Broderick
- College of Nursing, Medical University of South Carolina, Charleston, SC, USA
| | - Adam Jordan
- School of Education, Health, and Human Performance, College of Charleston, Charleston, SC, USA
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26
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Stanislo KJ. Data Submission: HOW the Power of One Creates the Power of Many. NASN Sch Nurse 2024; 39:75-83. [PMID: 38443757 DOI: 10.1177/1942602x241227458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
This article is the third and final article in a series exploring the WHAT, WHY, and HOW of data collection and data utilization. The final step, the HOW of data submission, provides discussion and guidance in contributing your data to the collective voice, including submitting data from the school, district, state, and national levels. Submitting individual school nursing data enriches the bigger story and increases the awareness and meaningfulness of school health data, the role of the school nurse as an integral member of the school community, and the connections of student health and academic outcomes. This article will also explore how to submit your school health data and the opportunities to submit it to district, state, or national levels, including to the National School Health Data Set: Every Student Counts! (ESC!).
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27
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Alexander-Ruff JH, Ruff SA, Roper C, Wilz A. The Teddy Bear Clinic: Engaging School-Aged Children in Health Education. NASN Sch Nurse 2024; 39:97-103. [PMID: 37403436 DOI: 10.1177/1942602x231184574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/06/2023]
Abstract
This article describes the use of play therapy in a school-based health clinic on an American Indian Reservation. The project used the play therapy model, a nursing intervention focused on using play materials in a therapeutic manner as a form of communication and self-expression for children, enhancing the development of social, emotional, and behavioral skills through the nursing process. The purpose of the Teddy Bear Clinic was to establish relationships among non-Native student nurses and Native American children and their community on a Northern Plains Indian Reservation. A discussion of the potential benefits addresses opportunities for school nurses and student nurses to enhance their understanding of children's perceptions of the health care clinic and the effects of historical trauma on the health and wellbeing of Native American children while offering an opportunity for young children to engage in the health care setting in a fun way, without fear or discomfort is provided.
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Affiliation(s)
| | | | - Chelsey Roper
- Mark and Robyn Jones College of Nursing, Montana State University, Bozeman, MT
| | - Alexandra Wilz
- Mark and Robyn Jones College of Nursing, Montana State University, Bozeman, MT
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Salguero R, Morse BL. Fostering Belonging Beyond the Health Office Through Inclusive Language. NASN Sch Nurse 2024; 39:89-95. [PMID: 37936344 DOI: 10.1177/1942602x231206345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2023]
Abstract
A sense of belonging in school is fostered when students feel included. School nurses can establish an inclusive school atmosphere where students feel safe, supported, accepted, and valued. The language choices of school nurses play a key role in fostering such an environment. Through consciously using language that promotes respect, acceptance, justice, and equity, nurses can support student well-being. Nurses may be using embedded terminologies and outdated language that promotes exclusion but can learn and model inclusive language practices such as cultural humility, calling in, and respecting pronouns. Making intentional choices to embrace and employ these practices is imperative to supporting student health today.
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Affiliation(s)
- Rachael Salguero
- Instructor MGH Institute of Health Professions School of Nursing, Charlestown, MA
| | - Brenna L Morse
- Associate Professor MGH Institute of Health Professions School of Nursing, Charlestown, MA
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29
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Giddens CB, Blankenship JA. The Red Square: A Healthcare Sterile Cockpit to Reduce Medication Errors. NASN Sch Nurse 2024; 39:66-70. [PMID: 37700542 DOI: 10.1177/1942602x231196140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/14/2023]
Abstract
Medication administration is one of many duties and responsibilities of school nurses and involves both scheduled and as-needed (prn) medications. When administering medications, school nurses also experience unscheduled student health room visits, as well as interruptions such as staff member inquiries, miscellaneous phone calls, and occasional safety drills, to name a few. These distractions, inherent to the school nursing position, can lead to medication errors and pose a risk to students. This article describes the concept of a health care sterile cockpit (red square) and a school district's use of innovation in the health room to improve medication safety and reduce errors. Other benefits of implementing the red square will be discussed.
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30
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McKay EA, Mattheus D, Garney WR, Wilson KL, Fontenot HB. Development of Youth-Centered Health Messaging Posters for High School-Based Health Clinics in Hawaii. J Sch Health 2024; 94:251-258. [PMID: 37985932 DOI: 10.1111/josh.13411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 07/19/2023] [Accepted: 10/19/2023] [Indexed: 11/22/2023]
Abstract
BACKGROUND Youth may be reluctant to seek health care from school health providers due to feeling embarrassed or stigmatized in the health office environment or worried about their confidentiality. The purpose of this project was to create a set of youth-centered health posters that promote youth engagement with nursing staff and to standardize health messaging across high schools in Hawaii school-based clinics. METHODS Two community advisory boards, 1 composed of 10 youth stakeholders (mean age 17 years) and the other of 7 adult stakeholders, informed poster development utilizing web-based discussion groups. The discussions were transcribed, and additional data was collected using field notes and anonymous digital messages. Adult advisory board members also provided feedback on suggested poster text through an online survey. RESULTS Youth and adult advisory board participants identified 4 key health concerns facing youth: confidentiality, sexual health, relationships, and mental health. Based on input from the 2 advisory boards, 4 posters were developed, each centered on 1 key health issue. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY School-based posters can convey important messages to help youth understand their health care rights and responsibilities, as well as identify important issues open for discussion with nurses. CONCLUSION Posters are an underutilized tool for school health providers to create welcoming, inclusive health care environments and facilitate health-related conversations with youth. This paper describes participant feedback about the characteristics of a memorable poster and briefly outlines current knowledge and recommendations for school health providers regarding each of the 4 health issues.
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Affiliation(s)
- Elizabeth A McKay
- University of Massachusetts, Lowell, Solomont School of Nursing, 113 Wilder St, Lowell, MA, 01854
| | - Deborah Mattheus
- University of Hawaii at Manoa, School of Nursing; 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822
| | - Whitney R Garney
- Texas A&M University, School of Public Health, 212 Adriance Rd, College Station, College Station, TX, 77843-1266
| | - Kelly L Wilson
- Texas A&M University, School of Nursing, 8447 Riverside Pkwy, Bryan, TX, 77807
| | - Holly B Fontenot
- University of Hawaii at Manoa, School of Nursing; 2528 McCarthy Mall, Webster Hall, Honolulu, HI, 96822
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31
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Moss E. Legal Issues 101: Documentation and School Records. NASN Sch Nurse 2024; 39:84-87. [PMID: 37439111 DOI: 10.1177/1942602x231186095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/14/2023]
Abstract
This article is part of a series of articles titled "Legal Issues 101" addressing some common questions and misconceptions around the law and school health. Nursing documentation, a recording of interactions between a nurse and a patient, is a vital part of nursing care. Timely, thorough documentation allows for patient safety, risk reduction, continuity of care, and the availability of data for work process analysis. In the school setting, nursing documentation encompasses a record of student treatment in the health office as well as communication with parents, school team members, and healthcare providers. Student health records are intersected by educational and health privacy laws, which can create confusion around record management. The purpose of this article is to clarify frequently asked questions related to health office documentation.
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32
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Oerther S, Manspeaker S. The Role of the School Nurse in Addressing Climate-Associated Illnesses: Air Quality. NASN Sch Nurse 2024; 39:71-74. [PMID: 38087818 DOI: 10.1177/1942602x231200024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
Climate change is having an unprecedented influence on human health. Children's allergies and respiratory problems are increasing because of rising pollen levels and air pollution. School nurses are well positioned to prevent and treat allergies, asthma, and other respiratory conditions. Due to their consistent presence with the school setting, nurses can promote health, wellness, and academic productivity by addressing poor indoor and outdoor air quality. The purpose of this article is to increase understanding of how air quality affects the health of school-age children and to provide school nurses with primary, secondary, and tertiary prevention strategies for ensuring clean and healthy learning environments. This is the second in a series of articles aimed at raising awareness among school nurses about climate-associated illnesses and equipping them with the resources they need to protect students' health.
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Affiliation(s)
- Sarah Oerther
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO
| | - Sarah Manspeaker
- Rangos School of Health Sciences, Duquesne University, Pittsburgh, PA
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33
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Veronese V, Rossetto G. The Role of the School Nurse in the United States, United Kingdom, and Italy During the COVID-19 Pandemic: A Scoping Review. Clin Nurs Res 2024; 33:189-202. [PMID: 38197319 DOI: 10.1177/10547738231219732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2024]
Abstract
The school nurse has a crucial role in the United States and the United Kingdom and has their own expertise dedicated to school assistance for children, families, school staff, and the community. This study aims to identify the role and skills of the school nurse and understand the effects of COVID-19 on nursing skills in the following countries: The United States, the United Kingdom, and Italy. A Scoping Review was conducted following the JBI methodology for scoping reviews, following the PRISMA-ScR guidelines. Three databases were consulted: PubMed, Cinahl, and Scopus. In all, 58 studies met the eligibility criteria and were included. 93.1% of the studies were carried out in the United States, 5.2% in the United Kingdom, and 1.7% in Italy. 34.5% of the articles were published in 2020, 15.5% in 2021, 31% in 2022, and 19% in 2023. 22.4% of the studies included in the review concerned health promotion and education. Regarding the methodology of the studies, 41.5% of the studies were commentary papers, 15.5% were observational studies, and 12% were cross-sectional studies. Considering the effects of the school nurse in the United States and the United Kingdom, it is possible to reflect on how the systematic presence of a nurse could also have benefits in Italy.
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34
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Yonkaitis CF. Always Growing, Always Improving. NASN Sch Nurse 2024; 39:60. [PMID: 38443755 DOI: 10.1177/1942602x241230366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
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35
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Calzolari M, Napolitano F, Zanini M, Catania G, Aleo G, Hayter M, Sasso L, Bagnasco A. The Need for a School Nursing Service in Italy: Time to act. J Sch Nurs 2024; 40:3-4. [PMID: 37964552 DOI: 10.1177/10598405231213961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2023] Open
Affiliation(s)
| | | | - Milko Zanini
- Department of Health Sciences, University of Genoa, Genoa, Italy
| | - Gianluca Catania
- Department of Health Sciences, University of Genoa, Genoa, Italy
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Genoa, Italy
- Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Mark Hayter
- Faculty of Health and Education, Manchester Metropolitan University, Manchester, UK
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Genoa, Italy
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36
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Dekkers TJ, Luman M. Editorial: The need for more effective school-based youth mental health interventions. Child Adolesc Ment Health 2024; 29:1-3. [PMID: 38140899 DOI: 10.1111/camh.12688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/30/2023] [Indexed: 12/24/2023]
Abstract
An important setting to detect youth mental health problems and provide interventions is the school context, but effective and affordable school-based interventions are scarce and implementation of the available evidence-based interventions is limited. In this editorial, we highlight three issues and propose a research agenda. First, we emphasize that many of the mental health interventions currently used in school settings lack a solid evidence base. Second, we outline that high-quality studies are needed to determine what works, for whom it works and under which circumstances. This includes insight into the most effective intervention elements, subgroups of students who profit more or less from these interventions, and the most effective modes of delivery. These questions should drive our research agenda on school-based mental health interventions. Finally, while answering these pivotal questions, a collaborative multidisciplinary effort should be made to implement school-based interventions with a solid evidence base, which involves, among others, studying how this can be done most effectively.
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Affiliation(s)
- Tycho J Dekkers
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
- Levvel, Academic Center for Child and Adolescent Psychiatry, Amsterdam, The Netherlands
- Department of Child and Adolescent Psychiatry, Amsterdam University Medical Centers (AUMC), Amsterdam, The Netherlands
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - Marjolein Luman
- Levvel, Academic Center for Child and Adolescent Psychiatry, Amsterdam, The Netherlands
- Department of Clinical, Neuro and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
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37
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McNally K, Roess A, Weinstein A, Lindley L, Wallin R. School Nurses' Experiences and Roles in Promoting and Administering the HPV Vaccine: A Systematic Review Using the Socioecological Framework. J Sch Nurs 2024; 40:43-57. [PMID: 37828750 DOI: 10.1177/10598405231206109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2023] Open
Abstract
Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.
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Affiliation(s)
- Kimberly McNally
- George Mason University College of Health and Human Services, Fairfax, VA, USA
| | | | | | - Lisa Lindley
- Alexandria City Public Schools, Alexandria, VA, USA
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38
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Reed M, Castillo I, Georgia BW, Glass HL, Ryan D, Cygan HR. An Integrative Review of College Readiness Programs for Black High School Students; Opportunities for School Nurse Involvement. J Sch Nurs 2024; 40:26-42. [PMID: 35679088 DOI: 10.1177/10598405221105012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Education is associated with improved health outcomes. However, fewer non-Hispanic Black Americans earn high school diplomas, baccalaureate, or advanced degrees than White Americans, placing them at higher risk for poor health outcomes. Racial disparities in education have been linked to social injustice and structural racism. Through the Framework for the 21st Century School Nursing PracticeTM, school nurses can impact academic success and college readiness for Black youth. An integrative review of the literature was conducted to describe programs to promote college readiness for Black high school students and evaluate school nurse involvement. Findings of the eighteen unique studies included in this review were: programs included mostly female participants, and most yielded improvements in students' non-cognitive skills (i.e. sense of belonging/confidence) and college knowledge. None of the programs included school nurse involvement. School nurses can advocate for anti-racist college readiness programs with intentional, asset-based approaches to position youth for success in college.
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Affiliation(s)
- Monique Reed
- College of Nursing, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Isabella Castillo
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Benjamin W Georgia
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Hannah L Glass
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Dallas Ryan
- Center for Community Health Equity Intern, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
| | - Heide R Cygan
- College of Nursing, Rush University, 600 S. Paulina St. Ste 1080, Chicago, IL, 60612
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Abstract
Climate change is associated with global health emergencies. School-age children are particularly susceptible to the health effects associated with climate change. School nurses are uniquely positioned to address children's climate-associated illnesses. This article is the first in a series of articles that aims to inform existing knowledge gaps, raise awareness among school nurses, and equip school nurses with the skills they need to protect the health of school-age children. This series of articles will briefly discuss different aspects of the Impact of Climate Change on Human Health diagram, which was created by the Centers for Disease Control and Prevention.
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Affiliation(s)
- Sarah Oerther
- Assistant Professor, Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO
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40
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Yonkaitis CF, Galemore CA. An Interview With the New Editor of the NASN School Nurse. NASN Sch Nurse 2024; 39:7-8. [PMID: 38116626 DOI: 10.1177/1942602x231215547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
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Abstract
This is the second in a series of articles looking at school health data collection from identification of data points to utilizing data to share your story and submit your data to contribute to the National School Health Data Set: Every Student Counts! This article focuses on using data to share your story. Data storytelling versus data visualization will be discussed as well as HOW schools nurses can utilize easy access programs to support this process. Building on the first article in the series, the school nurse will not only identify the WHY and WHAT related to data collection but also HOW to link school health data to educational data to increase the audience of the story and follow data sharing regulations.
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LeBlanc SS. School nurses and menstrual communication: Destigmatizing the stigma among adolescents. Womens Health (Lond) 2024; 20:17455057241247793. [PMID: 38733209 PMCID: PMC11088806 DOI: 10.1177/17455057241247793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 03/01/2024] [Accepted: 03/29/2024] [Indexed: 05/13/2024]
Abstract
OBJECTIVE The purpose of this study is to understand how school nurses, often the first line of defense for menstruating adolescents, use communication to assist adolescents in destigmatizing menstruation. DESIGN I conducted semi-structured narrative interviews with nine nurses employed in a large school district in Northeast Indiana. METHODS Interviews were coded, categorized, and used a phronetic iterative approach. RESULTS Analysis determines that nurses assist menstruating students using steps toward accepting menstruation and suggesting ways to avoid menstrual stigmatization. CONCLUSION This study suggests that school nurses use positive language to assist students in handling their menstruation problems, develop allyships with parents and other teachers, and stress menstrual education. This study highlights the need for more funding for menstrual products and additional school nurses.
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Oerther S, Bultas MW. Deaths From Drug Overdoses What School Nurses Need to Know. NASN Sch Nurse 2024; 39:9-11. [PMID: 37184261 DOI: 10.1177/1942602x231172428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Drug overdose deaths in pre-teen and adolescent students have risen over the past several years, causing increasing concerns in our society, along with concerns over the rise in availability of more counterfeit pills and illegally manufactured fentanyl. School nurses interface regularly with pre-teen and adolescent students and therefore are in a position to recognize students at risk for illicit drug use and provide important education to students, staff, parents, and the community. The purpose of this article is to briefly discuss risk factors for opioid misuse and to provide recommendations for interventions school nurses can use, including collaboration with other school and community leaders, to help prevent opioid overdose and death in pre-teen and adolescence.
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Affiliation(s)
- Sarah Oerther
- Trudy Busch Valentine School of Nursing Saint Louis University St. Louis, MO
| | - Margaret W Bultas
- Trudy Busch Valentine School of Nursing Saint Louis University St. Louis, MO
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NASN Position Statement: Healthy Communities. NASN Sch Nurse 2023; 39:49-50. [PMID: 37063082 DOI: 10.1177/1942602X231168705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/18/2023]
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Moss E. Development of an Evidence-Based Employee Wellness Program. NASN Sch Nurse 2024; 39:39-48. [PMID: 37565474 DOI: 10.1177/1942602x231191072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/12/2023]
Abstract
Workplaces can positively or negatively shape employee health and sense of well-being. Employees who feel well are more productive, engaged, and present at work. The effects of the COVID-19 pandemic added to an already stressed work environment for educators. Student success is dependent on educators who are healthy and present. Employee wellness programs have the potential to improve the well-being of employees and now, more than ever, should be a priority in schools. The purpose of this article is to provide the school nurse with evidence-based resources to assist in the creation and implementation of an employee wellness program in the school setting.
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LaChance LS, Park K, Toulouse SA. Doctor of Nursing Practice and Its Application to School Nursing. NASN Sch Nurse 2024; 39:31-36. [PMID: 37731294 DOI: 10.1177/1942602x231198503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/22/2023]
Abstract
School nurses who are considering a terminal degree in nursing have two options, a Doctor of Nursing Practice (DNP) or a Doctor of Philosophy in Nursing (PhD). There are several factors for school nurses to consider when determining which terminal degree is best suited for them. This article focuses on the relevance of a DNP degree to school nursing, by first reviewing the evolution of DNP programs and then pivoting to discussions by three school nurses on why they chose this terminal degree and the projects completed during their courses of study. A main focus of a DNP project is to gather, analyze, synthesize, and translate research into practice, often operationalized as quality improvement (QI) in clinical settings. School nurses, practicing independently from other healthcare professionals while often managing large workloads, stand to benefit from obtaining or working with a nurse prepared at this level.
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Affiliation(s)
| | - Katherine Park
- School Nurse, Pierremont Elementary School, St. Louis, MO
| | - Shanyn A Toulouse
- Massachusetts Department of Public Health, Haverhill Public Schools, Boston, MA
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Abstract
School communities are not immune to the alarming increase in opioid-related deaths occurring in the United States during the past decade. The purpose of this article is to share how a middle school in New York State, beginning in the late fall of 2022, successfully implemented a program to reduce the likelihood of opioid overdose deaths in their building through expansion of the accessibility of and education and training in use of naloxone, an opioid antagonist. The program is applicable for all K-12 campuses and follows the Model of Greater Awareness, Improved Training, and Increased Availability of and Accessibility to Intervention Devices, based on the steps successfully used for out-of-hospital cardiac arrest emergencies. Because opioid addiction does not discriminate, it is confidently projected that these targeted actions will proactively and positively reduce the likelihood of opioid overdose deaths in our school setting, including for students, faculty, staff, administrators, and visitors, when and should they occur.
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Affiliation(s)
- Charles R Davis
- Professional School Nurse, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
| | - Michael Plotkin
- Principal, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
| | - Nichole Kelly
- Assistant Principal, Pierre Van Cortlandt Middle School, Croton-on-Hudson, NY
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Demaria T, Gilman R, Mazyck D, Schonfeld D. The Impact of Distress, Personal Meaning & Training on the Delivery of Support to Grieving Students by School Nurses. J Sch Nurs 2023; 39:517-523. [PMID: 34490823 DOI: 10.1177/10598405211041299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Supporting grieving students is part of a school nurse's role which can provide meaning or special purpose in their career. This was verified by an online survey completed by 648 school nurse members of the National Association of School Nurses (NASN). A majority of respondents felt personal distress as a result of their work with grieving students which was predicted by a lack of access to work/community resources available and a lower level of educational background of the school nurse. Training to support grieving students and a higher level of educational background of the school nurse, however, appeared to predict a greater level of personal meaning found in school nurses' support of grieving students. Level of support by school leadership provided to school nurses in their support of grieving students was also found to be related to both the personal distress experienced and the personal meaning derived by school nurses.
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Affiliation(s)
- Thomas Demaria
- National Center for School Crisis & Bereavement, Los Angeles, CA, USA
| | - Rich Gilman
- Terrace Metrics, National Center for School Crisis & Bereavement, Cincinnati, OH, USA
| | - Donna Mazyck
- National Association of School Nurses, Los Angeles, CA, USA
| | - David Schonfeld
- National Center for School Crisis & Bereavement, Children's Hospital Los Angeles, Los Angeles, CA, USA
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Cho J, Park J, Park C, Lee J, Oh J, Hwang G. What Are the Challenges of School Nurses in South Korea in Managing Obese Children From Low-Income Households? J Sch Nurs 2023; 39:506-516. [PMID: 34662202 DOI: 10.1177/10598405211045888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Given that the obesity rate among school-age children is increasing, school nurses can play a vital role in managing obesity and encouraging healthy living in school settings. Obese children from low-income backgrounds are more vulnerable than other students and require more careful attention and intervention. This qualitative study aimed to explore and understand the barriers recognized by school nurses in managing obesity in low-income household children. A focus group interview was conducted with 17 school nurses working at an elementary school. Children, home, school, political and structural, and social areas were revealed as intricate factors in obesity management. This study can help understand school nurses' obstacles in managing obese children from low-income families and can help them prepare practical measures to overcome these obstacles.
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Affiliation(s)
- Jeonghyun Cho
- College of Nursing, Institute for Health Science Research, Inje University, Busan, South Korea
| | - Jiyoung Park
- College of Nursing, Institute for Health Science Research, Inje University, Busan, South Korea
| | - Chongwon Park
- Division of English Language and Literature, Pukyong National University, Busan, South Korea
| | - Jinah Lee
- Department of Social Welfare and Counseling, Catholic University of Pusan, Busan, South Korea
| | - Jina Oh
- College of Nursing, Institute for Health Science Research, Inje University, Busan, South Korea
| | - Gahui Hwang
- College of Nursing, Yonsei University, Seoul, South Korea
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