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1
Bergren, Martha Dewey, Erin D. Maughan, Rachel VanDenBrink, Betty (Elizabeth) Foster, and Lynne Carveth. "Nursing Informatics and School Nursing: Specialists Wanted." NASN School Nurse 35, no. 4 (May 29, 2020): 208–10. http://dx.doi.org/10.1177/1942602x20928347.
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Hospitals and healthcare systems have nursing informaticists who contribute to quality patient care and safety by managing data and facilitating the use of technology. Schools typically do not employ nurses specifically in positions labeled as nursing informaticists, though the role is critical in the schools. This article highlights the subspecialty of nursing informatics within the school nurse role. Three school nurses will share their use of nursing informatics skills to optimize student health.
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Maughan, Erin D., and Martha Dewey Bergren. "Future of Nursing 2030: The Future Is Bright for School Nursing." NASN School Nurse 36, no. 5 (July 29, 2021): 248–51. http://dx.doi.org/10.1177/1942602x211034915.
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The National Academies of Sciences, Engineering, and Medicine recently released The Future of Nursing 2020-2030: Charting a path to achieve health equity. The 2021 report emphasized the role of nursing in addressing social determinants of health and inequities, as well as the need for nurses at all levels to work to their full scope of practice. The report harmonizes with the scope of practice outlined in the National Association of School Nurses’ Framework for 21st Century School Nursing Practice. This article outlines how frontline school nurses, state affiliates, and school nurse leaders will adopt the recommendations in their practice and in the schools and communities they serve.
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Willgerodt, Mayumi A., Douglas M. Brock, and Erin D. Maughan. "Public School Nursing Practice in the United States." Journal of School Nursing 34, no. 3 (January 17, 2018): 232–44. http://dx.doi.org/10.1177/1059840517752456.
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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.
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Dabney, Beverly W., Mary Linton, and Jamie Koonmen. "School Nurses and RN to BSN Nursing Students." NASN School Nurse 32, no. 1 (December 29, 2016): 30–32. http://dx.doi.org/10.1177/1942602x16675021.
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Many nursing schools and public schools are facing various challenges including a lack of resources. Schools of nursing strive to provide meaningful clinical experiences despite the challenge of a limited supply of quality placements. Similarly, public schools are expected to provide more nursing services at a time when many school nurses already are overloaded. For example, new state legislation placed additional responsibilities (regarding epinephrine auto-injectors and cardiac emergency response plans) on school nurses in Michigan. Establishing a partnership between the University of Michigan–Flint and the Genesee Intermediate School District (GISD) allowed RN to BSN students in the community health nursing course to complete enriching clinical experiences at selected GISD schools. While gaining valuable clinical knowledge, these nursing students helped school nurses comply with the new legislation’s requirements. This partnership benefitted the nursing students, the school nurses, and the schools that served as clinical placement sites. Nursing school administrators and faculty members should consider pursuing similar clinical placement partnerships that could be advantageous for students and local communities.
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Apple, Rima D. "School health is community health: school nursing in the early twentieth century in the USA." History of Education Review 46, no. 2 (October 2, 2017): 136–49. http://dx.doi.org/10.1108/her-01-2016-0001.
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Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (August 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Maughan, Erin. "The Impact of School Nursing on School Performance: A Research Synthesis." Journal of School Nursing 19, no. 3 (June 2003): 163–71. http://dx.doi.org/10.1177/10598405030190030701.
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School nurses work in an educational setting. Due to budget cuts, different goals, and confusion between educators and nurses regarding the school nurse role, school nurses are being asked to demonstrate their effectiveness and justify their presence in elementary and secondary schools. Although school nursing was first initiated 100 years ago, a review of the literature published since 1965 indicates that 15 studies have been conducted that examine the impact of school nurses on academic performance. However, today many articles have recommended more research linking school nursing to educational outcomes. This article synthesizes the results of 15 research articles. Findings from these studies indicate that nursing interventions targeted at specific populations, including parents, have had significant effects. A relationship between school nurses’ interventions and absenteeism is also suggested. Limitations of these studies are discussed, along with suggestions for future research.
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McCullough, J. Mac, Rebecca Sunenshine, Ramona Rusinak, Patty Mead, and Bob England. "Association of Presence of a School Nurse With Increased Sixth-Grade Immunization Rates in Low-Income Arizona Schools in 2014–2015." Journal of School Nursing 36, no. 5 (January 22, 2019): 360–68. http://dx.doi.org/10.1177/1059840518824639.
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School nurses often play large roles in implementation of school vaccination requirements aimed at controlling the spread of communicable disease. We analyzed the association between the presence of a school nurse and school-level vaccination rates in Arizona. Using school-level data from Arizona sixth-grade schools ( n = 749), we regressed average sixth-grade school-level immunization rates on presence of a school nurse (registered nurse [RN] or licensed practical nurse [LPN]) and school-level socioeconomic status (SES), controlling for other school- and district-level characteristics. Schools with a nurse had higher overall vaccination rates than those without a nurse (96.1% vs. 95.0%, p < .01). For schools in the lowest SES quartile, the presence of a school nurse was associated with approximately 2 percentage point higher immunization rates. These findings add to the growing literature that defines the impact of school nurses on student health status and outcomes, emphasizing the value of school nurses, especially in lower SES schools.
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Vlaisavljevic, Zeljko, Natasa Colovic, and Mirjana Perisic. "Beginnings of nursing education and nurses’ contribution to nursing professional development in Serbia." Srpski arhiv za celokupno lekarstvo 142, no. 9-10 (2014): 628–36. http://dx.doi.org/10.2298/sarh1410628v.
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The oldest records of developmental beginnings of patients? healthcare relate to the first hospital founded by St. Sava at the monastery Studenica in 1199. The profile of the Kosovian girl became the hallmark of nursing profession in Serbia. The first school for midwives was founded in 1899 at the Department of Gynecology and Obstetrics of the General State Hospital in Belgrade. However, there were no other schools for nurses in Serbia until the foundation of the School for Midwives of the Red Cross Society in 1021. Until then the healthcare of patients and the injured was carried out by self-taught volunteer nurses with completed short courses of patients? healthcare. The first course for male and female nurses was organized by the Serbian Red Cross at the beginning of the First Serbian-Turkish War in 1876. During wars with Serbian participation in 19th and 20th centuries with Serbian participation, nurses gave a remarkable contribution being exposed to extreme efforts and often sacrificing their own lives. In war times great merit belongs to the members of the humanitarian society the Circle of Serbian Sisters founded in Belgrade in 1903, which was the resource of a great number of nurses who became the pride of nursing profession. Generations of nurses were educated on their example. In 2004 the annual award ?Dusica Spasic? was established which is awarded to the best medical nurse in Serbia. Dusica Spasic was a medical nurse that died at her workplace, when aged 23 years, nursing the sick from variola.
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Bergren, Martha Dewey, and Mary Ann Fahrenkrug. "Development of a Nursing Data Set for School Nursing." Journal of School Nursing 19, no. 4 (August 2003): 238–48. http://dx.doi.org/10.1177/10598405030190041001.
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School nurses need to clearly identify how they promote the health and educational achievement of children. School nurses contribute to student health by providing health assessment and nursing interventions, advocating for healthy living, and contributing to prevention of illness and disease management. A Nursing Data Set for School Nursing can identify those data elements that are needed to prove that school nurses have a positive effect on children, families, and the community. The purpose of this project was to develop a Nursing Data Set for School Nursing that would describe and validate school nursing practice. Building on the Nursing Minimum Data Set developed by Werley, Devine, and Zorn, a Nursing Data Set for School Nursing was developed with guidance from experts in the field of school nursing. A Nursing Data Set for School Nursing has the potential to assist school nurses in documentation and validation of their nursing practice. It can validate the complexity of the role of the school nurse, the resources needed, and the effect school nurses have on improving the health and educational outcomes of students.
11
Telljohann, Susan K., James H. Price, Joseph A. Dake, and Joan Durgin. "Access to School Health Services: Differences Between Full-Time and Part-Time School Nurses." Journal of School Nursing 20, no. 3 (June 2004): 176–81. http://dx.doi.org/10.1177/10598405040200030801.
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This study examined differences in student access to health services between schools with nurses 2 days/week ( n = 7) compared to schools with nurses 5 days/week ( n = 7). The study found statistically significant differences in numbers of nurse visits per 100 students. Of the 30 health conditions/activities investigated, 28 were statistically significantly higher with full-time school nurses than with part-time school nurses. It would be expected that 5-day/week nurses would be involved in health service activities 2.5 times as often as 2-day/week nurses. However, this study found that 21 of the 30 health service activities in schools with 5-day/week nurses were accessed by students more often than the expected 2.5 times that of the schools with nurses 2 days/week. This suggests a significant unmet need for access to health care services in schools with only 2-day/week nurses.
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Shinyashiki, Gilberto Tadeu, Isabel Amélia Costa Mendes, Maria Auxiliadora Trevizan, and René A. Day. "Professional socialization: students becoming nurses." Revista Latino-Americana de Enfermagem 14, no. 4 (August 2006): 601–7. http://dx.doi.org/10.1590/s0104-11692006000400019.
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Usually colleges are evaluated by the quality of the knowledge and technical training offered to the students. Little attention is given to the acquisition of the values, behaviors and attitudes necessary to assume their professional role. This exploratory study aims to increase understanding of the professional socialization process that occurs at nursing schools and the results obtained through the socialization of professional values and standards. The educational experience of nursing students involves more than a body of scientific knowledge and the acquisition of abilities to provide care to patients. Questionnaires were filled out by 278 students of two public Nursing Schools in São Paulo state, 164 in school A and 114 in school B. The results indicated that some professional values, norms and behaviors are influenced by College years, studying at a College of Nursing during four years leads to a difference in values, norms and professional behavior.
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Garmy, Pernilla, Eva K. Clausson, Ann-Christin Janlöv, and Eva-Lena Einberg. "A Philosophical Review of School Nursing Framed by the Holistic Nursing Theory of Barbara Dossey." Journal of Holistic Nursing 39, no. 3 (April 15, 2021): 216–24. http://dx.doi.org/10.1177/08980101211006615.
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This article is a philosophical review of school nursing and its constructs framed by Barbara Dossey’s holistic nursing theory. The author describes the application of holistic nursing theory within the school nurse’s area of activity. The review suggests that holistic nursing theory can be applied in several areas of school nursing. School nurses have a multifaceted occupation that includes meetings with students, parents, and school staff. Barbara Dossey’s holistic nursing theory offers the school nurse tools to deal with people’s varied experiences, feelings, and needs.
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Wicklander, Molly K. "The United Kingdom National Healthy School Standard: A Framework for Strengthening the School Nurse Role." Journal of School Nursing 21, no. 3 (June 2005): 132–38. http://dx.doi.org/10.1177/10598405050210030201.
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The purpose of this review is to analyze the school nursing role within the National Healthy School Standard (NHSS) in the United Kingdom with a view toward clarifying and strengthening the role of school nurses globally. Within the National Healthy School Standard framework, school nurses serve an integral role in linking health and education partnerships to promote effective school health programs. School nurse contributions to the National Healthy School Standard, as well as barriers and supports, are discussed. Additionally, the methods school nurses implement to partner, to manage service delivery, and to work with schools are outlined. The central role of school nurses within the National Healthy School Standard framework provides a guide for school nurses in the United States to demonstrate their importance as key players in healthy schools that promote health and education. The framework deserves recognition as a foundational model to help strengthen both the school nurse role and school health programs around the world.
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Broussard, Lisa. "Empowerment in School Nursing Practice: A Grounded Theory Approach." Journal of School Nursing 23, no. 6 (December 2007): 322–28. http://dx.doi.org/10.1177/10598405070230060401.
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Professional empowerment is vital to nurses’ productivity and job satisfaction. A grounded theory study was conducted to describe the basic social process experienced by school nurses in relation to professional empowerment. Interviews with 10 school nurses led to the development of a situation-specific theory of school nurse empowerment, Making a Difference: The Role of the School Nurse in the Health of Children in Schools. This theory was derived from four theoretical constructs: (a) enlisting support, (b) getting through the day, (c) maintaining control over practice, and (d) adjusting to challenges. Interviews revealed that knowing at the end of each school day that they made a difference in the health of children resulted in feelings of empowerment. Participants cited various areas in which their sense of empowerment was limited, including salaries and workload. Despite these issues, they believed they had a positive impact on the health of children, leading to job satisfaction and feelings of value.
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Rice, Susan K., Diana L. Biordi, and Richard A. Zeller. "The Relevance of Standards of Professional School Nursing Practice." Journal of School Nursing 21, no. 5 (October 2005): 293–98. http://dx.doi.org/10.1177/10598405050210050801.
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This descriptive correlational study assessed school nurses’ knowledge of and perceived relevance of the Standards of Professional School Nursing Practice. Of the 1,162 Ohio school nurses sent questionnaires, 345 returned usable questionnaires (30%). The typical respondent was a 50-year-old Caucasian woman with 24 years of nursing experience, 12 years of school nursing experience, and a caseload of 3 public schools serving 1,500 students. Factors that positively related to the school nurses’ knowledge and perceptions of the relevance of the standards were age, advanced degree preparation, school nursing experience, and practicing in a metropolitan area. Factors that negatively related to knowledge and perceived relevance were practicing in a rural area and caseload of special needs students. Standards of practice provide a mechanism for defining and supporting practice roles for nurses. Thus, it is important to increase awareness and use of the standards, especially among school nurses practicing in rural areas.
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Moss, Eileen, Martha Dewey Bergren, and Erin D. Maughan. "School Nurse Websites: What Do They Tell Us About School Nurses?" Journal of School Nursing 35, no. 6 (April 14, 2019): 395–400. http://dx.doi.org/10.1177/1059840519843315.
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Problem: Stakeholders often misunderstand the role of the school nurse resulting in underutilization or elimination of school nurse positions. Social media and school nurse websites are recommended to increase school nurse visibility and change the public narrative of school nursing. Objective: The objective of this needs assessment is to determine whether school nurses are using web presence to increase their visibility to affect the narrative of school nursing. Method: An evaluation was conducted to determine the presence and content of school nurse websites in 50 schools and their school districts across the nation. Results: Fewer than one third of school nurses have websites, three fourths of districts have a school district health websites, and there was no evidence of a nurse in 10% of the school websites assessed. Anticipated Contribution to Practice: The needs assessment determined that nurses are not maximizing school websites to communicate their role to stakeholders.
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Maughan, Erin D. "School nurses: An investment in student achievement." Phi Delta Kappan 99, no. 7 (March 26, 2018): 8–14. http://dx.doi.org/10.1177/0031721718767853.
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School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.
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Tobbell, Dominique A. "“Coming to Grips with the Nursing Question”: The Politics of Nursing Education Reform in 1960s America." Nursing History Review 22, no. 1 (2014): 37–60. http://dx.doi.org/10.1891/1062-8061.22.37.
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The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming “second-class citizens” in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the gendered hierarchy on which the traditional model of nursing education and practice was predicated. Using the University of Minnesota and University of California—Los Angeles (UCLA) as case studies, and based on institutional records and more than 40 oral histories with nursing and medical faculty, this article describes the generational conflicts this new cadre of nurse educators confronted within schools of nursing, and the institutional politics they struggled with as they sought to secure greater institutional status for the schools among the universities’ other health science units.
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Darnell, Teena, Kathy Hager, and Paul D. Loprinzi. "The Impact of School Nurses in Kentucky Public High Schools." Journal of School Nursing 35, no. 6 (July 5, 2018): 434–41. http://dx.doi.org/10.1177/1059840518785954.
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The purpose of this study was to examine the relationship between school nurse presence and graduation rates, absenteeism, and American College Test (ACT) scores. A state-wide survey of all public high schools was undertaken (participation rate of 99.1%). Survey data obtained from individual high schools provided information on the employment status of school nurses. In addition to nurse presence determined by the survey, open-access electronic databases were used to determine graduation rates, absenteeism, ACT scores, money spent per pupil, gender, race–ethnicity proportion, and incarceration data. Study findings showed a possible relationship between students attending schools with a full-time nurse and significantly higher graduation rates, lower absenteeism, and higher ACT scores. The study results suggest that school nurses may contribute not just to health outcomes but to improved academic and economic outcomes as well. Of course, future work is needed to confirm these assertions.
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Haun, Courtney N., Zachary B. Mahafza, Chassidy L. Cook, and Geoffrey A. Silvera. "A Study Examining the Influence of Proximity to Nurse Education Resources on Quality of Care Outcomes in Nursing Homes." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 55 (January 1, 2018): 004695801878769. http://dx.doi.org/10.1177/0046958018787694.
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This examination seeks to determine the influence of proximal density to nurse education resources (nursing schools) on nursing home care quality outcomes in Alabama. Motivated by the social network theory, which highlights the influence of relational closeness on shared resources and values, we hypothesize that nursing homes that have higher levels of nursing education resources within a close proximity will exhibit significantly higher nursing home quality outcomes. As proximal density to nurse education resources increases, the opportunity for nursing homes to build closer, stronger ties increase, leading to higher quality outcomes. We examine this hypothesis via ordered logistic regressions of proximal density measures developed through geographic information systems (GIS) software, nurse education resource data from Johnson & Johnson’s Campaign for Nursing’s Future (n = 37), and nursing home quality outcome data from Centers for Medicare and Medicaid Services’s (CMS) Nursing Home Compare from 2016 (n = 226). The results find that increases in proximal density to nurse education resources have a negative and significant association with nursing home quality outcomes in Alabama. Additional sensitivity analysis, which examines the degree to which the nature of this relationship is sensitive to health care facilities’ location in high-density areas, is offered and confirms principal findings. Because nursing programs generally have stronger ties with hospitals, the findings suggest that the nursing homes in areas with higher nurse education resources may actually face greater competition for nurses.
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Chrisman, Noel. "The Role of Anthropology in Nursing Education." Practicing Anthropology 10, no. 2 (April 1, 1988): 6–19. http://dx.doi.org/10.17730/praa.10.2.bh0455h0420r3h31.
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I see the principal role of anthropology in nursing as expanding the way nurses view their subject matter: humans. I work toward that goal at the University of Washington School of Nursing through my faculty duties, and at other schools, hospitals, and community agencies through giving lectures and consulting. In addition, 43 nurses have graduated with Master's degrees from the program in cross-cultural nursing at the University of Washington; I expect that through teaching and role modeling in their various positions they convey anthropology's unique perspective in nursing to their students and colleagues.
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Symenuk, Paisly Michele, Dawn Tisdale, Danielle H. Bourque Bearskin, and Tessa Munro. "In Search of the Truth: Uncovering Nursing’s Involvement in Colonial Harms and Assimilative Policies Five Years Post Truth and Reconciliation Commission." Witness: The Canadian Journal of Critical Nursing Discourse 2, no. 1 (June 15, 2020): 84–96. http://dx.doi.org/10.25071/2291-5796.51.
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The year 2020 marks five years since the Truth and Reconciliation Commission (TRC) of Canada released its Calls to Action, directing nursing to take action on both “truth” and “reconciliation.” The aim of this article is to examine how nurses have responded to the TRC’s call for truth in uncovering nursing’s involvement in past and present colonial harms that continue to negatively impact Indigenous people. A narrative review was used to broadly examine nurses’ responses to uncovering nursing’s complicity in five colonial harms: Indian hospitals, Indian Residential Schools, child apprehension, Missing and Murdered Indigenous Women and Girls (MMIWG), and forced sterilization. The paucity of results during the post-TRC period demonstrates a lack of scholarship in uncovering the truth of nursing’s complicity in these systems. Based on findings, we explore two potential barriers in undertaking this work in nursing, including a challenge to the image of nursing and anti-Indigenous racism.
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Blackmon-Jones, Lisa. "A Strategy to Promote Successful Transition to School Nursing." NASN School Nurse 32, no. 1 (August 6, 2016): 50–55. http://dx.doi.org/10.1177/1942602x16656383.
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The purpose of this article is to share the findings of implementing a standardized, blended approach to school nurse orientation. This includes using classroom training, mentor/supervisory support, and skills labs to assure specific competencies that are needed for new nurses to successfully transition into this independent setting. This includes a description of the specialized skills and knowledge that are needed to successfully transition into this nursing specialty. School nurses are caring for more complex students. For example, students who were once homebound requiring tube feedings, ventilator, and tracheostomy care are now attending schools. They are responsible for triaging students with diverse needs which requires critical thinking skills. They case manage students with chronic diseases including: diabetes, asthma, life threatening food allergies and seizures. Lastly, school nurses manage students with risky behaviors related to drug usage, bullying and unprotected sex resulting in pregnancy.
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Ugalde, Margaret R., Danielle Guffey, Charles G. Minard, Angelo P. Giardino, and Gwendolyn A. Johnson. "A Survey of School Nurse Emergency Preparedness 2014–2015." Journal of School Nursing 34, no. 5 (April 19, 2017): 398–408. http://dx.doi.org/10.1177/1059840517704702.
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Well-prepared school nurses are more likely to handle emergencies properly. Thus, assessing crisis management preparedness is important. In August 2014, a questionnaire was sent to 275 nurses in a large Texas school system to collect data about nurse and school characteristics, emergency frequency and management, and equipment availability. Completed surveys (201, 73%) were analyzed. Fisher’s exact test was used to evaluate comparisons among nurses’ confidence levels, school characteristics, emergencies, and medical emergency response plans (MERP). Logistic regression was used to estimate associations between characteristics and nurses reporting less confidence. Most respondents were experienced nurses. Shortness of breath was the most common event faced. Odds of less confidence were significantly higher among nurses with <5 years’ experience, working at elementary schools, schools without a MERP or where it was not practiced, or caring for <10 schoolchildren weekly. Overall, recommended emergency management guidelines were met.
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Kerr, Jill, Marva Price, Jonathan Kotch, Stephanie Willis, Michael Fisher, and Susan Silva. "Does Contact by a Family Nurse Practitioner Decrease Early School Absence?" Journal of School Nursing 28, no. 1 (September 14, 2011): 38–46. http://dx.doi.org/10.1177/1059840511422818.
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Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in nursing literature. This article describes a nursing intervention to decrease early school absence in two elementary schools K–3 ( N = 449) and a Head Start program ( N = 130). The Head Start Family Nurse Practitioner (FNP) contacted families of chronically and excessively absent students by telephone, clinic visit at school, or home visit. The aggregate percentage attendance was evaluated by grades (preschool to third grade), schools (Head Start, Elementary Schools 1 and 2), and grades and schools and compared with publicly available school district aggregate data. There were statistically significant increases in attendance from Year 1 to Year 2 at p < .05 at the elementary level but not at the Head Start level. Student demographics, types of contacts, absence reasons (including sick child), and medical diagnoses are described.
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Goldin, Marlienne. "Nursing as Love: A Hermeneutical Phenomenological Study of Creative Thought Within Nursing." International Journal for Human Caring 23, no. 4 (December 1, 2019): 312–19. http://dx.doi.org/10.20467/1091-5710.23.4.312.
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For 35 years, the researcher has observed nurses in practice: when caring for complete strangers and performing acts of caring in the most intimate way. Compassion, duty to act, caring, tenderness, and love are qualities associated with the loving care that nurses provide. The word, love, is seldomly used in nursing schools and in nursing practice. However, the love exhibited daily by nurses for patients may not be adequately described as love. This study describes love, its attributes, and its connection to nursing as compared to when nursing was a trained profession, based on the duty to care.
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Šakalytė, Danguolė. "Modernization of Nursing Education and Nurse' It Competence." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 519. http://dx.doi.org/10.17770/sie2015vol4.412.
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<p class="IATED-Affiliation">The use of technology in nursing is not new; in fact, nurses have become proficient in utilizing and adapting complex technology into caring nursing practice. Since nurses are the largest group of health care providers, discipline-specific competencies in the use of ICT and other technologies are imperative. This realization has catalyzed the steady development of nursing informatics. Nursing schools demonstrate use of recognized approaches to teaching and learning in their programs, including, but not limited to, adult education, self-directed learning, e-learning and clinical simulation. The article’ aims are to review modernization of nursing education and to assess nurse’ IT competence according to professional skills comparing groups with different educational background and work experience.</p>
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Hootman, Janis. "The Importance of Research to School Nurses and School Nursing Practice." Journal of School Nursing 18, no. 1 (February 2002): 18–24. http://dx.doi.org/10.1177/10598405020180010501.
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Historically, school nursing has not documented sufficiently the health issues in schools, nor has it prioritized these issues for school nursing interventions or evaluated the effectiveness of nursing interventions. The National Association of School Nurses (NASN) is strongly committed to the advancement of children’s health. Thus, NASN is developing an infrastructure to support research that articulates the health conditions affecting children’s school success and the contributions of school nursing to children’s health and academic success. In 1999, NASN participated with the National Center for School Health and the National Nursing Coalition for School Health at a Research Summit to set a school nursing research agenda. Needs and issues were identified for future research activities. The primary outcome was the identification that school nurses must practice the standards of care pertaining to research. These standards specify that clinicians be informed about, supportive of, and participate in the conduct and use of research.
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Hendershot, Candace, Susan K. Telljohann, James H. Price, Joseph A. Dake, and Nancy W. Mosca. "Elementary School Nurses’ Perceptions and Practices Regarding Body Mass Index Measurement in School Children." Journal of School Nursing 24, no. 5 (October 2008): 298–309. http://dx.doi.org/10.1177/1059840508323094.
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This study examines elementary school nurses’ perceived efficacy expectations, perceived barriers, and perceived benefits to measuring body mass index (BMI) in students in schools with mandated BMI policies versus schools without mandated policies. Of the 2,629 school nurses participating in the study, 67% believe nurses should measure BMI in schools, 62% believe BMI results should be sent home, and 81% believe nurses should be designing programs to help children address overweight issues. In schools with a BMI assessment mandate, the nurses’ efficacy expectations are statistically significantly greater and nurses’ perceptions of barriers to measuring BMI are significantly lower. The most common perceived barriers to measuring BMI are inadequate school resources (57.6%) and inadequate or inappropriate parental responses (55.2%). Obese school nurses perceive significantly more barriers to measuring youths’ BMIs than do nonobese school nurses. Having mandates has a positive influence on school nurses and their measurement of BMI and increases the likelihood that nurses will measure BMI.
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Petch-Levine, Deborah, Virginia Young Cureton, Daryl Canham, and Meg Murray. "Health Practices of School Nurses." Journal of School Nursing 19, no. 5 (October 2003): 273–80. http://dx.doi.org/10.1177/10598405030190050501.
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The health practices of school nurses affect our role as advocates and educators to promote the health of youth. This study describes the health practices of a convenience sample of 388 school nurses who attended the business meeting at an annual school nurse conference. A self-administered, 40-item questionnaire identified health practices of school nurses in the following areas: (a) health promoting behaviors, (b) exercise, (c) nutrition, (d) relaxation and well-being, (e) safety, and (f) substance use. The subjects most often avoided tobacco and wore seatbelts. The majority did not maintain their weight or exercise consistently. Statistical relationships were explored among the subscales and background items. These data document the need to design strategies to narrow the gap between actual school nurse health practices and the important health messages being delivered in our schools.
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Cochran, Kathryn L., Marc Moss, and Meredith Mealer. "Prevalence of Coping Strategy Training in Nursing School Curricula." American Journal of Critical Care 29, no. 2 (March 1, 2020): 104–10. http://dx.doi.org/10.4037/ajcc2020287.
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Background Stress and burnout are plaguing critical care nurses across the globe and leading to high levels of turnover. Resilience-building strategies such as mindfulness, self-care, and well-being can help shield nurses from the negative effects of workplace stress. As the first line of defense, nursing schools could provide students with strategies that build resilience; however, little is known about the availability of such resources in nursing education. Objectives To determine the prevalence of resources and curricula targeting resilience training and stress reduction at nursing schools across the United States. Methods Raters analyzed publicly available college/ university websites and course catalogs of a sample of nursing schools in the United States to determine the availability of resilience resources and curricula. Results None of the schools surveyed regularly screened their students for burnout syndrome, and only 9% of schools had a formal curriculum that included resilience training. Conclusions Training in practices to build resilience and prevent burnout is essentially absent from accredited nursing schools. This highlights an important opportunity to modify existing curricula to include preventative strategies—such as developing positive coping skills— that could mitigate symptoms of workplace stress in future generations of nurses.
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Yoon, Hyo Jeong, and Sung Hyun Cho. "Geographic Mobility and Related Factors among Newly Graduated Nurses." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 353–62. http://dx.doi.org/10.5977/jkasne.2017.23.3.353.
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Purpose: This study aimed to analyze the mobility of newly graduated nurses from regions where their nursing schools were located to regions where they took up their first jobs, and to identify factors influencing nurses' mobility. Methods: Data from the Graduates Occupational Mobility Survey, collected annually from 2010 to 2014 by the Korea Employment Information Service, were analyzed. The sample consisted of 1,488 graduates and 1,229 nurses who were employed on a full-time basis in hospitals. Multiple logistic regression analysis was conducted to identify factors associated with geographic mobility. Results: Among the nurses working in hospitals, 69.2% had their first jobs in their nursing school regions and 11.3% in their high school regions. Fifty-two percent of the nurses worked in the capital region; 47.2% thereof had moved from a non-capital region. Nurses were more likely to work in their nursing school region when they were female, were older, graduated from a high school located in their nursing school region, graduated from a college (vs. university), had a lower nursing school performance, and expected lower monthly wage, compared with those who left their nursing school region. Conclusion: Education and remuneration policies are required to reduce geographical mobility to the capital region.
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Maughan, Erin D., and Catherine F. Yonkaitis. "Coordinating Care for Students With Chronic Conditions: CLUE #1." NASN School Nurse 32, no. 6 (October 17, 2017): 346–49. http://dx.doi.org/10.1177/1942602x17733513.
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Care coordination is an important part of school nurses’ responsibilities, but coordinating that care for students in schools with chronic conditions is more complex than what we learned in nursing school. This article is the second in a series of articles for NASN School Nurse that will delve into how to apply evidence-based practice (EBP) to school nursing. The article focuses on the first step of EBP: asking the question. As the series progresses, we encourage you to apply the steps to a situation in your setting or even use the series to increase discussions at nursing staff meetings so all can benefit.
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Ficca, Michelle, and Dorette Welk. "Medication Administration Practices in Pennsylvania Schools." Journal of School Nursing 22, no. 3 (June 2006): 148–55. http://dx.doi.org/10.1177/10598405060220030501.
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As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.
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Adams, Susan, and Ann Marie McCarthy. "Evidence-Based Practice and School Nursing." Journal of School Nursing 21, no. 5 (October 2005): 258–65. http://dx.doi.org/10.1177/10598405050210050301.
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School nurses need to demonstrate that their practice is based on the best evidence available, which is usually data obtained from research. Evidence-based practice involves combining the best evidence available with nursing expertise and patient and family preferences to determine optimum care. Evidence-based practice guidelines are developed by carefully reviewing the available evidence on a topic and synthesizing this information into recommendations for practice. This article defines evidence-based practice and best evidence, describes the development of evidence-based practice guidelines, discusses factors that affect the use of research and evidence-based practice guidelines in school nursing, and reviews current sources of evidence-based practice guidelines for school nurses. Strategies that school nurses can use to incorporate evidence into their practice are discussed. One recommendation is that school nurses partner with nurse leaders and nurse researchers to develop evidence-based practice guidelines relevant to school nurse practice.
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Vessey, Judith A. "Development of the Massachusetts School Nurse Research Network (MASNRN): A Practice-Based Research Network to Improve the Quality of School Nursing Practice." Journal of School Nursing 23, no. 2 (April 2007): 65–72. http://dx.doi.org/10.1177/10598405070230020201.
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When school nurses embrace evidence-based practice (EBP), higher-quality care is provided to students, their families, and the larger community. Despite this, school nursing has been slow to embrace EBP. Practice-Based Research Networks (PBRNs), which capitalize on the combined strengths of clinicians and researchers to study clinical questions, are one approach to overcoming barriers towards advancing evidence-based practice (EBP) in school nursing. This article will briefly review EBP and PBRNs. The development of Massachusetts School Nurse Research Network (MASNRN), a PBRN designed to investigate health issues common across schools and to validate school nursing practice, will then be described. Details regarding MASNRN’s mission, governance, communications systems, staffing, and network maintenance and funding will be explicated. MASNRN can serve as a model for PBRN development within the broader school nursing community.
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Bachman, Jean A., Patricia Flatley Brennan, Timothy B. Patrick, and Marjorie Cole. "A World Wide Web-Based Health Resource." Journal of School Nursing 16, no. 1 (February 2000): 28–33. http://dx.doi.org/10.1177/105984050001600105.
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Two hundred ninety-two school nurses in Missouri participated in a mailed survey to aid in the design of SchoolhealthLink a World Wide Web (WWW)–based information service for Missouri school nurses and children. The nurses identified specific health information resources likely to benefit school nurses and school children and prioritized these resources. The school nurses assigned high priority to 11 types of health information resources: individualized health care plans, emergency care plans, communicable disease control plans, acute illness, injuries, communicable diseases, hotline numbers, medications in schools, immunization protocols and standards, community-based health care resources, and Department of Elementary and Secondary Education regulations that affect school nurse practice. The four most common health problems school nurses identified were asthma, attention deficit disorder, diabetes, and head lice. SchoolhealthLink will provide a one-stop WWW-based resource for school nurses and school children.
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Puskar, Kathryn, Melissa Rudolph, and Xiaojun Shi. "NCLEX RN Exam: A university school of nursing case study of preparation strategies." Journal of Nursing Education and Practice 7, no. 11 (June 19, 2017): 37. http://dx.doi.org/10.5430/jnep.v7n11p37.
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The NCLEX-RN (National Council Licensure Examination—Registered Nurse) is the exam taken at the end of a U.S. nursing student’s education to enable him or her to become a licensed registered nurse. The purpose of this article is twofold (1) to discuss NCLEX-RN preparation strategies provided by several U.S schools of nursing; and (2) to describe a case study focusing on a university school of nursing’s preparation strategies implemented to improve NCLEX RN pass rate. Specific actions and results from case study may be useful to other nurse educators teaching in baccalaureate school of nursing.
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Karadağ, Ayise, Filiz Hisar, Bülent Çelik, and Zehra Gocmen Baykara. "Determining professionalism in Turkish students nurses." International Journal of Human Sciences 13, no. 1 (February 8, 2016): 674. http://dx.doi.org/10.14687/ijhs.v13i1.2976.
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Characteristics of the nursing profession include educational standards, professional organizations, commitment, autonomy, continuing education, body of knowledge and competencies, social value, and a code of ethics. This study was carried out with the aim of determining the professional attitudes of nursing students in Turkey. It was a descriptive study. This study was conducted in 25 nursing schools that provide graduate level nursing education in Turkey.<strong> </strong>The sample of the study included 1412 final year nursing students who were selected by random sampling from nursing schools offering education at bachelor level. Data was collected using a questionnaire, which included demographic characteristics of students and an Inventory to Measure Professional Attitudes in Student Nurses (IPASN). The mean score of IPASN was 4.1 ± 0.5 and the areas the highest mean scores were for autonomy, competence and continuous education whilst lowest ones were for cooperation, contribution to scientific knowledge, and participating in professional organizations. In conclusion, the overall mean scores of professional attitudes for nursing students were found to be satisfying and some recommendations were made to improve subgroups scores.
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Wang, Yong, Yong-fang Liu, Hao Li, and Tingyu Li. "Attitudes toward Physician-Nurse Collaboration in Pediatric Workers and Undergraduate Medical/Nursing Students." Behavioural Neurology 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/846498.
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The purpose of this study was to compare the attitudes of pediatric workers and undergraduate medical/nursing students toward collaboration. Attitude toward collaboration was measured using an adaptation of the Jefferson Scale of Attitude toward Physician-Nurse Collaboration. The 656 questionnaires were gathered from pediatrician, pediatric interns, and medical students (PIS) and pediatric nurses, nursing interns, and nursing students (NIS). Results showed a statistically significant difference in the total mean scores in attitudes towards collaboration with NIS scoring higher. Among the participants of PIS, the pediatricians obtained the highest mean scores, while, among the participants of NIS, the pediatric nurses got higher mean scores than nursing interns. It is desirable that medical and nurse schools should include interprofessional education in their curriculum to increase the understanding of the complementary roles of physicians and nurses and to encourage establishment of an interdependent relationship between them.
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Leier, Janice L., Virginia Young Cureton, and Daryl L. Canham. "Special Day Class Teachers’ Perceptions of the Role of the School Nurse." Journal of School Nursing 19, no. 5 (October 2003): 294–300. http://dx.doi.org/10.1177/10598405030190050801.
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School nurses are on the front lines of health care in public schools. The integration of students’ health care needs as components of educational programs has become increasingly important as medically fragile children rely on school nurses to deliver or coordinate their health care services. The purpose of this descriptive study was to determine which school nurse services special day class teachers perceive as very important, important, somewhat important, or not important. Perceptions were surveyed via the School Nurse Services Data Collection Tool. The data were analyzed using percentages, mean values, and frequencies. The data were then aligned to match the role concepts set forth in the California Commission on Teacher Credentialing (CTC) standards for school nurse preparation. The findings of this survey suggested that most of the services provided by school nurses were rated as important or somewhat important.
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Brown, Camille, Wendy S. Looman, and Ann E. Garwick. "School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions." Journal of School Nursing 35, no. 2 (November 21, 2017): 96–106. http://dx.doi.org/10.1177/1059840517741944.
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The purpose of this study was to explore school nurse perceptions of the nurse–family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses’ perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.
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Kong, Eun-Hi, Kyung-Choon Lim, and SuJeong Yu. "Understanding Educational Barriers and Needs of North Korean Defector Nursing Students: A Qualitative Descriptive Study." Journal of Transcultural Nursing 30, no. 2 (October 7, 2018): 187–94. http://dx.doi.org/10.1177/1043659618804615.
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Introduction: A growing number of North Korean defector students enter nursing schools in South Korea. Many of them, however, quit nursing school and fail to obtain a nurse license. The purpose of this study was to describe the educational barriers and needs of North Korean defector nursing students. Method: A qualitative descriptive approach was employed. Convenience sampling was used, and 14 students participated. Qualitative content analysis was employed. Results: Five themes emerged: lack of preparation for higher education, multiple language barriers, differences in education and culture, lack of support and resources, and lack of information and understanding. Discussion: South Korean government needs to provide North Korean defector students with more practical supportive programs. South Korean nursing schools need to provide more transcultural education for South Korean students and supportive adaptation programs for North Korean defector students to produce culturally competent nurses who provide culturally congruent health care.
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Winland, Julie, and Amy Shannon. "School Staff’s Satisfaction With School Health Services." Journal of School Nursing 20, no. 2 (April 2004): 101–6. http://dx.doi.org/10.1177/10598405040200020801.
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The School Nurse Impact Committee of the Columbus Public Schools in Columbus, Ohio, initiated a survey to determine staff satisfaction with the delivery of health services. School nurses need the cooperation and support of the staff to successfully deliver school health services, therefore, the staff’s satisfaction with school health services is crucial to the school nurses’ ability to fulfill their role. The objectives of the survey were to (a) determine staff satisfaction with school nurse interventions, (b) determine staff satisfaction with the effectiveness of interventions, (c) identify areas of health service delivery which may need improvement, and (d) determine areas of school health services where school nurses may need to more effectively communicate their involvement. Critical elements of school nurse practice included staff health, safety and environment, classroom education, medication, school system collaboration, and program management. Several key issues were identified through the survey. School system collaboration issues need more school nurse involvement. School nurses also need to improve their visibility regarding school system collaboration, and in classroom and individual pupil education. Traditional school nurse functions were adequately covered. Results indicate that staff would be more satisfied if they had more nursing support in the classroom and more nurse time in their building.
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Delaney, Kathleen R., and Frances Belmonte-Mann. "Identifying the Mental Health Needs of Preschool Children." Journal of School Nursing 17, no. 4 (August 2001): 222–26. http://dx.doi.org/10.1177/10598405010170041001.
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The city of Chicago offers publicly funded preschool education to 20,000 3- and 4-year-olds through its State Pre-Kindergarten program. The students attend some 300 schools, and their health needs are monitored by 11 nurses and 8 aides. In the last several years, the nursing coordinator recognized the need to improve the mental health assessment skills of the school nurses. To that end, a relationship was developed with a child psychiatric nurse who had expertise in assessing young children’s behaviors, particularly in the context of the classroom milieu. The collaboration of the school nurse and mental health nurse-consultant was structured as one-on-one sessions, each focusing on a particular child. A case is presented to illustrate the assessment method and accompanying suggestions for early intervention strategies. The case also points out how school nurses can structure assessments of at-risk children that lead to classroom-based interventions.
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Eckardt, Patricia, Christine Kovner, Marilyn Hammer, Margaret Barton-Burke, Margaret McCabe, Elizabeth Cohn, Marie Marino, and Liza Behrens. "2348." Journal of Clinical and Translational Science 1, S1 (September 2017): 48. http://dx.doi.org/10.1017/cts.2017.173.
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OBJECTIVES/SPECIFIC AIMS: The proposed pilot study seek to enhance the network of CTSAs at Rockefeller University, NYU, ISMMS, and other community members to support translational workforce development of clinical research nurses and establish a standardized nurse-specific training curriculum in GCP for use within the CTSA network, in other research centers, and in nursing school curricula. This will be coupled with a rigorous evaluation study to test the impact of the training and a comprehensive dissemination plan to make the training available to all nurses and nursing students via modern e-learning method. Aim 1. To create an integrated network of local CTSAs and community partners to develop, validate, and refine a pilot e-learning GCP educational and training program and content and outcomes dissemination plan. It is vital to integrate the efforts of CTSA leaders, community partners, and nursing educators to develop a pilot e-learning nurse workforce training curriculum and the associated evaluation measures and assessment plan. Delphi methods will be employed, coupled with rigorous assessment of face validity, content validity, and item reliability. The resulting educational training program will then be used for an e-learning educational intervention study in CTSAs, other sites, and nursing schools. Aim 2. To test the effect of the pilot GCP education and evaluation program for practicing clinical research nurses (CRNs) within the collaborating CTSAs and community partners, we will perform a randomized controlled trial using a Solomon 4 group design. For the student nurse population, we will develop a randomized control trial using a Solomon 4 group design blocked on course section. As this is a pilot study, descriptive statistics and confidence intervals around parameter estimates will be constructed. In addition, inferential statistics will be calculated on primary outcome of interest (change scores in knowledge of GCP) and measures of heterogeneity of data, patterns of missing data, and reliability of evaluative tools will be analyzed. Aim 3. To implement a dissemination plan to reach both nurses practicing the CRN specialty within CTSAs and other community settings. We will disseminate the program to other CTSAs through the CTSA network communication resources. To broaden the reach to a population of nurses and student nurses with limited prior education or training in nurse-specific GCP competencies, but who provide care to research participants in nontraditional research settings, we will craft a novel set of dissemination methods, including the CITI Program electronic platform that can be accessed by nurses and nursing students across settings. In addition, dissemination will be at nursing education meetings and in nursing journals.METHODS/STUDY POPULATION: There are several components to this pilot program. The component that includes a research strategy is the testing of the effectiveness of the training and educational interventions on GCP knowledge and efficacy. Study cohort: Recruitment of study subjects will be in coordination with 3 CTSA collaborators and community partners for 2 samples: (1) nurses who provide care to clinical research participants across a variety of settings (health care systems, research hospitals, and care provider networks) and who are already trained according to current standard in GCP, (2) nursing students from the collaborative network of the 3 CTSAs, NYU School of Nursing has agreed to pilot test the introductory student module. The methodological approach will be a random assignment control trial Solomon 4 group design for practicing CRNs within the collaborating CTSAs and community partners. For student nurse population, the methodological approach will be a randomized-control trial Solomon 4 group design blocked on course section. Survey measures of CRN GCP knowledge and efficacy will be obtained pre and post educational intervention. RESULTS/ANTICIPATED RESULTS: Aim 1. Expected outcomes are pilot e-learning nurse workforce training modules curriculum, and evaluation measures and plan appropriate for CTSAs, community sites, and nursing schools. Specifically, 14 modules (averaging 30 minutes each) for practicing CRNs, and one 45 minute module for nursing students. The significance of these findings will provide a framework for the e-learning educational intervention study. CITI Program is enthusiastic about the module development and refinement and will provide direction for consistency in formatting with current CITI Program modules, set-up of learner groups for comparison, and evaluative measures such as completion data and scoring. Aim 2. Expected outcomes are an effective pilot educational intervention for practicing nurses and students and valid and reliable evaluation tools and plan that can be generalized to the larger CRN and nursing community. Aim 3. Expected outcomes are an enhanced CTSA dissemination plan that includes non-CTSA resources and reaches non-CTSA employed nurses and nursing students. DISCUSSION/SIGNIFICANCE OF IMPACT: The expected outcomes of this pilot study are: (1) an enduring GCP education that can be continually updated and training structure for CRNs, and nurses and nursing students throughout the United States; (2) a reproducible effective standardized basic nurse-specific GCP curriculum for dissemination; (3) assessment tools to evaluate programmatic success, nurse and nursing student knowledge and efficacy on nurse-specific GCP; (4) and a CTSA dissemination plan that to reach non-CTSA nurses and nursing students. Our ultimate goal is the development of a translational workforce educated and competent in GCP at CTSA sites, at non-CTSA sites, and in nursing schools so as to improve the quality of clinical research.
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Murphy, Maureen, and Barbara Polivka. "Parental Perceptions of the Schools’ Role in Addressing Childhood Obesity." Journal of School Nursing 23, no. 1 (February 2007): 40–46. http://dx.doi.org/10.1177/10598405070230010701.
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As childhood obesity has increased, schools have struggled with their role in this epidemic. Parents with a school-age child in a suburban latchkey program were surveyed regarding their perceptions of childhood obesity, body mass index, and the school’s role in prevention and treatment of obesity. More than 80% of participants identified inactivity, poor eating behavior, lack of parental control in what children eat, and eating too much as the main causes of childhood obesity. Parents preferred receiving information about their child’s body mass index from the school via a letter from the school nurse. Participants agreed that physical education classes, as well as units on nutrition and weight control, should be present in schools. Parents also supported eliminating junk food machines and offering special low-calorie meals. By supporting these strategies, parents indicated that schools should have a role in childhood obesity. School nurses can advocate for parental preferences in their school district.
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Petosa, R. L., and L. Smith. "Effective Recruitment of Schools for Randomized Clinical Trials: Role of School Nurses." Journal of School Nursing 34, no. 6 (July 4, 2017): 430–34. http://dx.doi.org/10.1177/1059840517717592.
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In school settings, nurses lead efforts to improve the student health and well-being to support academic success. Nurses are guided by evidenced-based practice and data to inform care decisions. The randomized controlled trial (RCT) is considered the gold standard of scientific rigor for clinical trials. RCTs are critical to the development of evidence-based health promotion programs in schools. The purpose of this article is to present practical solutions to implementing principles of randomization to RCT trials conducted in school settings. Randomization is a powerful sampling method used to build internal and external validity. The school’s daily organization and educational mission provide several barriers to randomization. Based on the authors’ experience in conducting school-based RCTs, they offer a host of practical solutions to working with schools to successfully implement randomization procedures. Nurses play a critical role in implementing RCTs in schools to promote rigorous science in support of evidence-based practice.
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Allen, Gay. "The Impact of Elementary School Nurses on Student Attendance." Journal of School Nursing 19, no. 4 (August 2003): 225–31. http://dx.doi.org/10.1177/10598405030190040801.
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This study analyzed the impact of school nurses on economic efficiency. Public schools must provide resources such as books, teachers, and buses necessary to accommodate all enrolled students even if all students do not come to school every day and even if some leave school before the end of the school day. To the extent that resources are allocated but unused, there will be an increase in what is termed X-inefficiency. To investigate this phenomenon, data related to student absences and student checkouts were collected from 22 schools with a total student population just over 10,000 students during a 20-day period in the fall of 2001. This study found that fewer children checked out of school for medical reasons when a full-time school nurse was available at the school. Additionally, this study supports the contention that full-time school nurses might have a positive impact on the percentage of children with health care insurance coverage. However, a large number of students did check out for what appeared to be less than valid reasons. Thus, although the presence of a school nurse reduced the X-inefficiency, school policy and procedures allowed a degree of X-inefficiency to remain.