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The boo-boos of Bluebell Elementary
Whether it is a splinter, a stomach ache, or a loose tooth, the children at Bluebell Elementary know to go to Miss P to fix their bumps and bruises.
Book
A Nurse's Step-By-Step Guide to Transitioning to an Academic Role
A Nurse's Step-by-Step Guide to Transitioning to an Academic Role gives you a detailed road map for a successful transition to academia, offering guidance in how to balance competing priorities and avoid burnout.
eBook
Factors Associated with School Nurses’ Triage Competency in South Korea
This study examined the factors associated with triage competency among school nurses in South Korea. Using a convenience sampling method, 386 school nurses employed in elementary, middle, or high schools completed a cross-sectional survey that included a modified version of the Triage Competency Scale for emergency room nurses. Information regarding experience working in schools and hospitals, education level, school types, age, emergency nursing care certifications, school locations, and serious emergency experience at school was collected. Analyses were performed using SPSS version 25.0, independent t-tests, analyses of variance, Spearman’s correlation, and ordinal logistic regression. Triage competency was higher for school nurses who were employed in metropolitan regions (odds ratio [OR] = 1.63, p = 0.017) and had serious emergency experience (OR = 1.76, p = 0.008). As the participants’ experience at schools or hospitals increased by one year, their triage competency score increased by 2% (OR = 1.02, p = 0.037) and 14% (OR = 1.14, p < 0.001), respectively. These findings could be used to develop policies and educational programs that promote school nurses’ triage competency. Further, they suggest the importance of establishing an organizational support system to develop guidelines and a feedback system to improve school nurses’ triage competency.
Journal Article
Availability, perceived need and satisfaction for school nurses in Spain: a cross-sectional study involving the school community
Background
School nursing in Spain faces crucial challenges that require immediate attention. This is the first national study developed by the School Nursing Observatory Research Group of the General Council of Nursing (GCN) in Spain on the school nurse (SN) professional profile and their availability at schools. The objective is to understand the social-labor situation, as well as the availability, perceived need, and satisfaction of the school community with the SN, as well as the factors related to these variables.
Methods
Cross-sectional study using three ad hoc designed and validated questionnaires through a digital platform. Participants included 376 SNs, 1193 teachers and school principals, and 582 mothers, fathers, and representatives of parents’ associations (PAs). Descriptive and bivariate statistical analyses were conducted using SPSS v.28.
Results
Most SNs work in a single school in exclusive, mainly employed by the education department or privately funded special education schools, in urban areas and schools with a high number of students. Both school staff and PAs perceive a high need of and satisfaction with SNs. According to school staff, SNs are more in private and subsidized schools and, according to PAs, in schools where a child has a disease. In schools where there are children with certain diseases, according to PAs, a greater need for a SN was perceived. And the schools staff also found SNs especially necessary in schools located in disadvantage areas.
Conclusions
Despite the high level of satisfaction with the role of the school nurse, structural deficiencies remain in its implementation and territorial distribution within the Spanish educational system. These limitations hinder compliance with international quality standards, such as the nurse-to-student ratios recommended by the WHO and other European countries. It is essential to increase the allocation of school nursing professionals, particularly those working on an exclusive, full-time basis, with priority given to rural settings, publicly funded schools, and socioeconomically disadvantaged areas. Strengthening this resource would help reduce health inequities among children and adolescents, address the needs identified by the educational community, and contribute to the achievement of the Sustainable Development Goals (SDGs), particularly those related to health, equity, and quality education.
Journal Article
More than the ABCs: assessing the information needs of school nurses
Objectives: This interview study is a follow-up to a state-wide survey of school nurses’ information needs conducted in 2022. Few studies have explored school nurses’ information needs, with little focus on searching behaviors or barriers to practice. Methods: The principal investigator interviewed participants online about their thoughts on survey results, how they find information, and challenges within the profession. Results: After interviews with school nurses within rural, suburban, and urban districts in the state, the authors found that school nurses required information on finite topics but had little access to subscription resources, little training in critical analysis, and lacked time for professional development. Conclusion: School nurses within Illinois have routine information needs, most of which can be answered using a series of go-to resources. They are understaffed and overworked, which results in them having little time to do more than surface-level searching for care-related queries. Medical librarians may be able to assist this oft overlooked population with their information needs by providing workshops and resources.
Journal Article
School nurses’ perceptions and experiences of delivering a universal health-promotion program targeting both children and parents in the Swedish primary school context
Background
Schools are important settings for universal child health promotion. Understanding the experiences of providers of interventions targeting both children and their parents is crucial for designing feasible and sustainable school-based health promotion programs.
Aim
The aim of this study was to explore school nurses’ perceptions and experiences of delivering a health-promotion program focusing on healthy lifestyle habits in primary schools in Sweden.
Methods
This study employed an explorative qualitative design with an inductive approach. Interviews were conducted with school nurses using a semi-structured interview guide. The data were audio-recorded, transcribed and analysed using thematic analysis.
Results
School nurses had insights regarding the acceptability and appropriateness of the program as well as reflections regarding implementation and perceived impact. School nurses appreciated the evidence-based content and structure of the program and experienced improved collaboration with teachers. Moreover, positive changes were noted in relation to both children and parents such as improved knowledge and relations. Declining interest from school principals over the school year and lack of involvement among some parents were highlighted as implementation challenges.
Conclusion
This study sheds light on the complexities faced by school nurses in delivering health-promotion interventions in collaboration with teachers in primary schools. Evidence-based practices, sustained leadership support and culturally sensitive strategies are essential for successful health promotion within schools. Our findings underscore the critical role of school nurses as health advocates, educators, and facilitators.
Journal Article
Assessing the Impact of Health Education on Physical Measurements of Children in Bangladesh: A Non-Randomized Controlled Trial
Children remain vulnerable to several diseases posing a significant threat to their lives, while inequitable access to regular physical measurement, healthcare services and resources is unsteady. Therefore, this study aims to evaluate the physical measurements and effects of health education on changes in the physical measurements of children in Bangladesh. A non-randomized controlled trial and pre- and post-test design, conducted in Chandpur, Bangladesh, from September 2021 to September 2022. The school-aged children were enrolled and allocated into the intervention group (IG) and control group (CG), while the IG received 9 months of school nurse-based health education. Data were collected by a questionnaire and physical measurements such as vital signs, height, weight, body mass index, mid-upper arm circumference measurement, triceps and subscapular skinfold, vision screen, and blood test. A total of 455 children completed the study. Among them, 107 (53.2%) and 94 (46.8%) were 7 to 8 years old in IG and CG, respectively. In IG, 140 (53.2%) and in CG 123 (46.8%) children were female. Since several physical assessments differed at baseline, repeated measures ANCOVA was performed with endline data as the dependent variable, group as a fixed factor, and baseline data as a covariate. The mean of the participants’ body height, weight, BMI, MUAC and skinfolds were greater among IG than the CG, which were statistically significant (P < .001). Systolic blood pressure was significantly lower in the IG than in the CG (P = .023), while diastolic blood pressure did not differ significantly (P = .120). Integrating regular physical assessments and evidence-based health education by school nurses can reduce health challenges. For the sustainability of school-based health initiatives, establishing a continuous monitoring system and engaging parents, teachers, and local health authorities is needed to assess whether these health benefits persist over time.
Journal Article
Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses
The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.
Journal Article
A Summary of the February 2010 Forum on the Future of Nursing
As the U.S. health care system continues to evolve, the role of nurses also needs to evolve. Nurses must strike a delicate balance among advancing science, translating and applying research, and caring for individuals and families across all settings. Preparing nurses to achieve this balance is a significant challenge. The education system should ensure that nurses have the intellectual capacity, human responsiveness, flexibility, and leadership skills to provide care and promote health whenever and wherever needed. Education leaders and faculty need to prepare nurses with the competencies they need now and in the future. They need to prepare nurses to work and assume leadership roles not just in hospitals, but in communities, clinics, homes, and everywhere else nurses are needed.
On February 22, 2010 the Initiative on the Future of Nursing held the last public forum in a series of three at the University of Texas MD Anderson Cancer Center. This forum, which covered the education of nurses, consisted of three armchair discussions. Each discussion was led by a moderator from the committee and focused on three broad, overlapping subjects: what to teach, how to teach, and where to teach. The verbal exchange among the discussants and moderators, prompted by additional questions from committee members at the forum, produced a wide-ranging and informative examination of questions that are critical to the future of nursing education. Additionally, testimony presented by 12 individuals and comments made by members of the audience during an open microphone session provided the committee with valuable input from a range of perspectives.
eBook
Implementing school nursing strategies to reduce LGBTQ adolescent suicide: a randomized cluster trial study protocol
Background
Reducing youth suicide in the United States (U.S.) is a national public health priority, and lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) youth are at elevated risk. The Centers for Disease Control and Prevention (CDC) endorses six evidence-based (EB) strategies that center on meeting the needs of LGBTQ youth in schools; however, fewer than 6 % of U.S. schools implement all of them. The proposed intervention model, “RLAS” (Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide), builds on the Exploration, Preparation, Implementation, and Sustainment (EPIS) conceptual framework and the Dynamic Adaptation Process (DAP) to implement EB strategies in U.S. high schools. The DAP accounts for the multilevel context of school settings and uses Implementation Resource Teams (IRTs) to facilitate appropriate expertise, advise on acceptable adaptations, and provide data feedback to make schools implementation ready and prepared to sustain changes.
Methods/Design
Mixed methods will be used to examine individual, school, and community factors influencing both implementation process and youth outcomes. A cluster randomized controlled trial will assess whether LGBTQ students and their peers in RLAS intervention schools (
n
= 20) report reductions in suicidality, depression, substance use, bullying, and truancy related to safety concerns compared to those in usual care schools (
n
= 20). Implementation progress and fidelity for each EB strategy in RLAS intervention schools will be examined using a modified version of the
Stages of Implementation Completion
checklist. During the implementation and sustainment phases, annual focus groups will be conducted with the 20 IRTs to document their experiences identifying and advancing adaptation supports to facilitate use of EB strategies and their perceptions of the DAP.
Discussion
The DAP represents a data-informed, collaborative, multiple stakeholder approach to progress from exploration to sustainment and obtain fidelity during the implementation of EB strategies in school settings. This study is designed to address the real-world implications of enabling the use of EB strategies by school nurses with the goal of decreasing suicide and youth risk behaviors among LGBTQ youth. Through its participatory processes to refine and sustain EB strategies in high schools, the RLAS represents a novel contribution to implementation science.
Trial registration
ClinicalTrials.gov,
NCT02875535
Journal Article