School nurses' attitudes towards and experiences of the Swedish school-based HPV vaccination programme - A repeated cross sectional study.

Directory of Open Access Journals (Sweden)

Maria Grandahl

Full Text Available The aim was to investigate school nurses' attitudes towards, and experiences of vaccination against human papillomavirus (HPV, and compare the results with a similar study three years earlier. School nurses (n = 736 from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015. More than half of the nurses (n = 415, 56% strongly agreed that boys should also be offered the vaccine (p<0.001. There were no differences in school nurses' perceived knowledge about HPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56% reported that they needed more education about HPV. Almost all nurses (n = 659, 90% had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils.

Cost-benefit study of school nursing services.

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Wang, Li Yan; Vernon-Smiley, Mary; Gapinski, Mary Ann; Desisto, Marie; Maughan, Erin; Sheetz, Anne

2014-07-01

In recent years, across the United States, many school districts have cut on-site delivery of health services by eliminating or reducing services provided by qualified school nurses. Providing cost-benefit information will help policy makers and decision makers better understand the value of school nursing services. To conduct a case study of the Massachusetts Essential School Health Services (ESHS) program to demonstrate the cost-benefit of school health services delivered by full-time registered nurses. Standard cost-benefit analysis methods were used to estimate the costs and benefits of the ESHS program compared with a scenario involving no school nursing service. Data from the ESHS program report and other published studies were used. A total of 477 163 students in 933 Massachusetts ESHS schools in 78 school districts received school health services during the 2009-2010 school year. School health services provided by full-time registered nurses. Costs of nurse staffing and medical supplies incurred by 78 ESHS districts during the 2009-2010 school year were measured as program costs. Program benefits were measured as savings in medical procedure costs, teachers' productivity loss costs associated with addressing student health issues, and parents' productivity loss costs associated with student early dismissal and medication administration. Net benefits and benefit-cost ratio were calculated. All costs and benefits were in 2009 US dollars. During the 2009-2010 school year, at a cost of $79.0 million, the ESHS program prevented an estimated $20.0 million in medical care costs, $28.1 million in parents' productivity loss, and $129.1 million in teachers' productivity loss. As a result, the program generated a net benefit of $98.2 million to society. For every dollar invested in the program, society would gain $2.20. Eighty-nine percent of simulation trials resulted in a net benefit. The results of this study demonstrated that school nursing services provided in

School nurses' attitudes towards and experiences of the Swedish school-based HPV vaccination programme - A repeated cross sectional study.

Science.gov (United States)

Grandahl, Maria; Larsson, Margareta; Tydén, Tanja; Stenhammar, Christina

2017-01-01

The aim was to investigate school nurses' attitudes towards, and experiences of vaccination against human papillomavirus (HPV), and compare the results with a similar study three years earlier. School nurses (n = 736) from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015). More than half of the nurses (n = 415, 56%) strongly agreed that boys should also be offered the vaccine (pHPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56%) reported that they needed more education about HPV. Almost all nurses (n = 659, 90%) had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils.

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

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Best, Nakia C.; Oppewal, Sonda; Travers, Debbie

2018-01-01

School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to…

Identification of desired outcomes for school nursing practice.

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Selekman, Janice; Guilday, Patricia

2003-12-01

The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

What Barriers and Facilitators Do School Nurses Experience When Implementing an Obesity Intervention?

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Schroeder, Krista; Smaldone, Arlene

2017-12-01

A recent evaluation of a school nurse-led obesity intervention demonstrated a 5% implementation rate. The purpose of this study was to explore school nurses' perceived barriers to and facilitators of the intervention in order to understand reasons for the low implementation rate. Methods included semi-structured individual interviews with school nurses. Data were analyzed using content analysis and heat mapping. Nineteen nurses participated and eight themes were identified. Parental and administrative gatekeeping, heavy nurse workload, obesogenic environments, and concerns about obesity stigma were barriers to implementation. Teamwork with parents and school staff was a key facilitator of implementation. Nurses also noted the importance of cultural considerations and highlighted the need to tailor the intervention to the unique needs of their school environment and student population. These findings suggest that for school nurses to play a key role in school-based obesity interventions, barriers must be identified and addressed prior to program implementation.

Barriers to Asthma Management for School Nurses: An Integrative Review.

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Hanley Nadeau, Ellen; Toronto, Coleen E

2016-04-01

Childhood asthma is a growing health concern. Asthma is the most common chronic illness of childhood and a leading cause of emergency room visits, hospitalizations, and school absenteeism. School nurses play a valuable role in asthma management. The purpose of this integrative review is to examine barriers to asthma management for school nurses in the school setting. Findings revealed multiple barriers school nurses encounter in managing asthma. Six themes emerged that included lack of resources and support, insufficient time, communication challenges, limited knowledge, and lack of awareness of school nurses' expertise. Students, parents, primary care physicians, school administration, staff, and school nurses themselves all play a role in constructing barriers to asthma management. There is a need for school nurses and school nurse leaders to focus efforts to develop strategies to overcome barriers to ensure evidence-based, best practice management of asthma in the school setting. © The Author(s) 2015.

To break the weight gain-A qualitative study on the experience of school nurses working with overweight children in elementary school.

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Thorstensson, Stina; Blomgren, Carola; Sundler, Annelie J; Larsson, Margaretha

2018-01-01

To describe the experiences of school nurses working with overweight schoolchildren. School nurses play an important role in health promotion of overweight children. Lifestyle changes and interventions to address being overweight can improve health outcomes and decrease the risk for future health problems. A descriptive and qualitative design with a phenomenological approach was used. Data were gathered through interviews with school nurses working with overweight schoolchildren in Swedish elementary school; the data were subsequently analysed for meanings. Working with overweight children was perceived as demanding and challenging by the school nurses who found conversations on this topic emotionally loaded and complex. In addition, the school nurses needed to be sensitive and supportive to succeed in their support for a healthier everyday life for the schoolchildren. It was stated as important to find ways to break the child's weight gain and to cooperate with the parents in this work. The children's decrease in weight was experienced to be more successful when making small, step-by-step changes together with the child and his or her parents. This study concludes that health talks about being overweight may be a challenge for school nurses. Strategies used to manage and succeed in this work included engaging in motivational conversations, working step by step and cooperating with the child's parents. Furthermore, the nurses experienced that they needed to provide emotional support for overweight children during school time. The school nurses' health promotion needs to focus on how to break weight gain in overweight children. In this work, the nurses' sensitiveness seems pivotal. Further research is needed on school nurses' work with health promotion and support of overweight children concerning how to perform efficient communication and cooperation with the children and their parents. © 2017 John Wiley & Sons Ltd.

Negotiating Care in the Special Care Nursery: Parents' and Nurses' Perceptions of Nurse-Parent Communication.

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Jones, Liz; Taylor, Tara; Watson, Bernadette; Fenwick, Jennifer; Dordic, Tatjana

2015-01-01

Nursing staff are an important source of support for parents of a hospitalized preterm infant. This study aimed to describe parents' and nurses' perceptions of communicating with each other in the context of the special care nursery. A qualitative descriptive design was employed. Thirty two parents with a newborn admitted to one of two special care nurseries in Queensland, Australia participated, and 12 nurses participated in semi-structured interviews. Thematic analysis was used to analyze the interviews. Nurses and parents focused on similar topics, but their perceptions differed. Provision of information and enabling parenting were central to effective communication, supported by an appropriate interpersonal style by nurses. Parents described difficulties accessing or engaging nurses. Managing enforcement of policies was a specific area of difficulty for both parents and nurses. The findings indicated a tension between providing family-centered care that is individualized and based on family needs and roles, and adhering to systemic nursery policies. Copyright © 2015 Elsevier Inc. All rights reserved.

Nurses' provision of parental guidance regarding school-aged children's postoperative pain management: a descriptive correlational study.

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He, Hong-Gu; Klainin-Yobas, Piyanee; Ang, Emily Neo Kim; Sinnappan, Rajammal; Pölkki, Tarja; Wang, Wenru

2015-02-01

Involving parents in children's pain management is essential to achieve optimal outcomes. Parents need to be equipped with sufficient knowledge and information. Only a limited number of studies have explored nurses' provision of parental guidance regarding the use of nonpharmacologic methods in children's pain management. This study aimed to examine nurses' perceptions of providing preparatory information and nonpharmacologic methods to parents, and how their demographics and perceived knowledge adequacy of these methods influence this guidance. A descriptive correlational study using questionnaire surveys was conducted to collect data from a convenience sample of 134 registered nurses working in seven pediatric wards of two public hospitals in Singapore. Descriptive statistics, independent-samples t test, and multiple linear regression were used to analyze the data. Most nurses provided various types of cognitive information to parents related to their children's surgery, whereas information about children's feelings was less often provided. Most nurses provided guidance to parents on positioning, breathing technique, comforting/reassurance, helping with activities of daily living, relaxation, and creating a comfortable environment. Nurses' provision of parental guidance on preparatory information and nonpharmacologic methods was significantly different between subgroups of age, education, parent or not, and perceived knowledge adequacy of nonpharmacologic methods. Nurses' perceived knowledge adequacy was the main factor influencing their provision of parental guidance. More attention should be paid to nurses who are younger, have less working experience, and are not parents. There is a need to educate nurses about nonpharmacologic pain relief methods to optimize their provision of parental guidance. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Do Not Attempt Resuscitation (DNAR)--The Role of the School Nurse. Position Statement

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Tuck, Christine M.; Jordan, Alicia; Lambert, Patrice; Porter, Jessica

2014-01-01

It is the position of the National Association of School Nurses (NASN) that each student with a Do Not Attempt Resuscitation (DNAR) order have an Individualized Healthcare Plan (IHP) and an Emergency Care Plan (ECP) developed by the registered professional school nurse (hereinafter referred to as school nurse) with input from parents or guardians,…

School program for screening students at risk for diabetes: the School Nurse Childhood Obesity Prevention Education program.

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Schantz, Shirley; Bobo, Nichole

2009-07-01

Accurate height and weight and BMI assessment by the school nurse is the first step in identifying students at risk for developing type 2 diabetes or other health consequences. Additional screening for children at or above the 95th percentile for BMI identifies those students most at risk. MAP affiliate sites indicate that when this assessment and communication is done in a private, sensitive, and caring manner--with emphasis on the health of the child-parents/ guardians are receptive to the information. School nurses, with the knowledge and skills provided by the S.C.O.P.E. program, alert parents/guardians to address their children's health risks and contact their health care providers. School nurses are also taught how they can provide guidance for school leadership and community coalitions to incorporate effective changes to food and physical activity offerings to students. The S.C.O.P.E. program can enhance the role of the school nurse in the global fight against childhood obesity so school-age children are healthy and ready to learn.

Implementation of a School Nurse-led Intervention for Children With Severe Obesity in New York City Schools.

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Schroeder, Krista; Jia, Haomiao; Wang, Y Claire; Smaldone, Arlene

The Healthy Options and Physical Activity Program (HOP) is a school nurse-led intervention for children with severe obesity. HOP was developed by experts at the New York City Department of Health and Mental Hygiene and implemented in New York City schools beginning in 2012. The purpose of this study was to evaluate HOP implementation with the goal of informing HOP refinement and potential future HOP dissemination. This study entailed a retrospective analysis of secondary data. Analytic methods included descriptive statistics, Wilcoxon rank sum and Chi square tests, and multivariate logistic regression. During the 2012-2013 school year, 20,518 children were eligible for HOP. Of these, 1054 (5.1%) were enrolled in the program. On average, enrolled children attended one HOP session during the school year. Parent participation was low (3.2% of HOP sessions). Low nurse workload, low school poverty, higher grade level, higher BMI percentile, and chronic illness diagnosis were associated with student enrollment in HOP. As currently delivered, HOP is not likely to be efficacious. Lessons learned from this evaluation are applicable to future nurse-led obesity interventions. Prior to implementing a school nurse-led obesity intervention, nursing workload and available support must be carefully considered. Interventions should be designed to facilitate (and possibly require) parent involvement. Nurses who deliver obesity interventions may require additional training in obesity treatment. With attention to these lessons learned, evidence-based school nurse-led obesity interventions can be developed. Copyright © 2017 Elsevier Inc. All rights reserved.

Parents and nurses balancing parent-infant closeness and separation: a qualitative study of NICU nurses' perceptions.

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Feeley, Nancy; Genest, Christine; Niela-Vilén, Hannakaisa; Charbonneau, Lyne; Axelin, Anna

2016-08-20

When a newborn requires neonatal intensive care unit (NICU) hospitalization, parent and infant experience an unusual often prolonged separation. This critical care environment poses challenges to parent-infant closeness. Parents desire physical contact and holding and touching are particularly important. Evidence shows that visitation, holding, talking, and skin to skin contact are associated with better outcomes for infants and parents during hospitalization and beyond. Thus, it would be important to understand closeness in this context. The purpose of this study was to explore from nurses' perspective, what do parents and nurses do to promote parent-infant closeness or provoke separation. Qualitative methods were utilized to attain an understanding of closeness and separation. Following ethics approval, purposive sampling was used to recruit nurses with varying experience working different shifts in NICUs in two countries. Nurses were loaned a smartphone over one work shift to record their thoughts and perceptions of events that occurred or experiences they had that they considered to be closeness or separation between parents and their hospitalized infant. Sample size was determined by saturation (18 Canada, 19 Finland). Audio recordings were subjected to inductive thematic analysis. Team meetings were held to discuss emerging codes, refine categories, and confirm these reflected data from both sites. One overarching theme was elaborated. Balancing closeness and separation was the major theme. Both parents and nurses engaged in actions to optimize closeness. They sought closeness by acting autonomously in infant caregiving, assuming decision-making for their infant, seeking information or skills, and establishing a connection in the face of separation. Parents balanced their desire for closeness with other competing demands, such as their own needs. Nurses balanced infant care needs and ability to handle stimulation with the need for closeness with parents

The experience of parents implementing authoritarian parenting for their school-age children.

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Benga Olla, Marice; Catharina Daulima, Novy Helena; Eka Putri, Yossie Susanti

2018-02-01

To explore families' experiences who use an authoritarian parenting style in caring for school-age children. This was a qualitative study employing a phenomenological approach. The sampling method was to interview parents of school-age children living in the Central Maluku district in Indonesia. The findings of this study generated the following themes: (1) parents strictly controlled their children to achieve the parental values and expectations, (2) children failed to meet the parental values and expectations, and (3) problems experienced by the children were the results of the parenting style. This study suggested nursing professionals provide adequate information for parents with respect to parenting styles that may facilitate the optimal growth and development of the children. Future studies pertinent to cultural factors associated with authoritarian parenting were also suggested to better understand the cultural context of this parenting style. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

When nurses compete with parents.

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Marino, B L

1980-01-01

Subtle competition flourishes between parents and nurses in neonatal intensive care settings. Because the parents have so little opportunity to contribute to the care of their infants, and because they come to the experience with a broad range of emotional preparation, they often feel displaced by the competent and occassionally overprotective staff nurses. The nurses may not recognize the subtle forms of competition but they do cope with outcomes: hostile or uncooperative parents. This article describes competitive situations, discusses the impact upon the family, and recommends alternatives to competitive nursing care.

Student nurses as school nurse extenders.

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Rossman, Carol L; Dood, Florence V; Squires, Darcy A

2012-12-01

The severe underuse of school nurses leaves students with unaddressed health needs that impact their safety and learning ability. An undergraduate pediatric clinical focusing on nursing students and the role of a school nurse in an elementary school setting can be a unique approach to combining the needs of school children and educating student nurses. One school of nursing created such a project to help address these needs and collect data on the activities student nurses performed in school nurse role and their impact on student health. This project serves as both a practice improvement project and an innovation in pediatric clinical education. The purposes of this project were to quantify baccalaureate nursing student activities related to the school nurse role and to evaluate the results that have the potential to impact on student health in an urban elementary school. Copyright © 2012 Elsevier Inc. All rights reserved.

The perceived perceptions of head school nurses in developing school nursing roles within schools.

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Morberg, Siv; Lagerström, Monica; Dellve, Lotta

2009-11-01

To gain a deeper understanding of how Swedish head school nurses perceive their leadership in developing school health care. A well-functioning school health care is important for promoting the health of children and young people. Constructivist-grounded theory was used to analyse 11 individual interviews with nine head school nurses. Head school nurses strive to find a balance between what they experience as vague formal goals and strong informal goals which leads to creating local goals in order to develop school health care. The head school nurse's job is experienced as a divided and pioneering job in which there is uncertainty about the leadership role. They provide individual support to school nurses, are the link between school nurses and decision makers and highlight the importance of school nurses' work to organizational leaders. This study shows that school health care needs to be founded on evidence-based methods. Therefore, a structured plan for education and training in school health care management, based on research and in cooperation with the academic world, would develop the head school nurses' profession, strengthen the position of school health care and advance the school nurses' work.

School nurses' experiences of delivering the UK HPV vaccination programme in its first year.

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Hilton, Shona; Hunt, Kate; Bedford, Helen; Petticrew, Mark

2011-08-24

In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration.

Physio-psychological Burdens and Social Restrictions on Parents of Children With Technology Dependency are Associated With Care Coordination by Nurses.

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Suzuki, Seigo; Sato, Iori; Emoto, Shun; Kamibeppu, Kiyoko

To determine the association between parental care burdens and care coordination provided by nurses for children with technology dependency, specifically regarding physio-psychological burdens and social restrictions. A cross-sectional study was conducted between October and November 2015. Participants were recruited via home-visit nursing stations, social worker offices, and special-needs schools. A total of 246 parents of children with technology dependency completed anonymous self-report questionnaires. Parental burden was measured using the Zarit Burden Interview. Care coordination for children with technology dependency was examined using items extracted from focus group interviews involving three nursing administrators at home-visit nursing stations, two social workers, and a coordinator of school education for children with special health care needs. Multiple regression analysis was performed to examine the relationship between parental burden and care coordination among 172 parents who contracted with visiting nurses. Parents and children with nursing support were significantly younger and had higher medical care needs and higher parental role strain than those without nursing support. Care coordination from nurses predicted reduced parental burden, role strain, and personal strain (β=-0.247, p=0.002; β=-0.272, p=0.001; β=-0.221, p=0.009, respectively). Nurses' care coordination appears to be associated with a reduction in parents' care burden resulting from home medical care of children with technology dependency, especially the social restrictions and physio-psychological burdens. Strengthening nursing functioning as care coordinators may contribute to reducing care burdens for parents of children with technology dependency. Copyright © 2017 Elsevier Inc. All rights reserved.

A pedagogical framework for facilitating parents' learning in nurse-parent partnership.

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Hopwood, Nick; Clerke, Teena; Nguyen, Anne

2018-04-01

Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses' capacities to facilitate parents' learning. Referring to data from home visiting, day-stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis shows how nurses notice aspects of children, parents and parent-child interactions as a catalyst for building on parents' strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind-expanding for the parent and specifies the nurse's role in facilitating this process. © 2017 John Wiley & Sons Ltd.

Disruption of parent participation: nurses' strategies to manage parents on children's wards.

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Coyne, Imelda

2008-12-01

To investigate parent participation in the hospitalized child's care from the perspectives of children, parents and nurses. Parent participation in the hospitalized child's care has been increasingly promoted in paediatric nursing for many years because it ameliorates the adverse aspects of hospitalization, avoids parental separation and contributes to quality care for sick children. Parent participation is assumed to be unproblematic but evidence exists that nurses often have difficulty caring for parents. Using grounded method, data were collected through in-depth interviews, questionnaires and observation with 12 nurses from four paediatric wards in two hospitals in England. The dominant process appeared to be the socialization of parents to their role on the ward through inclusionary and exclusionary tactics. Nurses controlled the nature of parents' participation and parents had to 'toe the line'. Although participation was presented as optional, parents were presented with no course other than acceptance. Parents were expected to stay with their child, behave properly and be involved in care. When parents did not adhere to these norms, they caused disruption to the order and routine of the ward. Compliance or non-compliance to the set of norms and rules was followed by reward or punishment. The nurses' dependence on parents' active participation in the organization and delivery of the work suggests that parent participation as it is practised is clearly about administrative efficiency, not consumer empowerment. Organizational and managerial issues must be examined to ensure that nurses are adequately prepared and resourced to support parents on the ward. Continuing assessment of parents' expectations though a structured assessment tool would help reduce misunderstandings and conflict. Nurses should assess the situational context before relying on subjective impressions and assumptions about parents' participation in care.

Overweight children's response to an annual health dialogue with the school nurse

DEFF Research Database (Denmark)

Borup, Ina K; Holstein, Bjørn Evald

2010-01-01

The objective of this study was to compare overweight and normal weight pupils' perceived outcome of the health dialogue with the school nurse. A random sample of schools in Denmark, where pupils age 11.6, 13.6 and 15.6 years old, answered a questionnaire (response rate 88%, n = 5205). The indepe......The objective of this study was to compare overweight and normal weight pupils' perceived outcome of the health dialogue with the school nurse. A random sample of schools in Denmark, where pupils age 11.6, 13.6 and 15.6 years old, answered a questionnaire (response rate 88%, n = 5205......). The independent variable weight group was measured by self-reported height and weight and calculated as body mass index. Perceived outcome of the dialogue was measured as: (i) reflected on the dialogue; (ii) discussed the content with parents; (iii) followed the advice of the nurse; and (iv) visited the nurse...... again. Overweight boys reflected (odds ratio (OR) = 1.73), discussed the dialogue with at least one parent (OR = 1.38), followed the nurse's advice (OR = 1.42) and visited the nurse again (OR = 2.68). There was a significant statistical link between age group and perceived outcome among the boys...

School nurses' experiences of delivering the UK HPV vaccination programme in its first year

Science.gov (United States)

2011-01-01

Background In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration. PMID:21864404

School nurses' experiences of delivering the UK HPV vaccination programme in its first year

Directory of Open Access Journals (Sweden)

Bedford Helen

2011-08-01

Full Text Available Abstract Background In the United Kingdom (UK in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further

School-based youth health nurses: roles, responsibilities, challenges, and rewards.

Science.gov (United States)

Barnes, Margaret; Courtney, Mary D; Pratt, Jan; Walsh, Anne M

2004-01-01

A case study and focus-group discussions were conducted with 10 youth health nurses (nurses) employed in the recently introduced School-Based Youth Health Nurse Program (SBYHNP) to identify their roles, responsibilities, and professional development needs. Major roles are support, referral, health promotion, and marketing. Clients include high school students, teachers, and parents; the majority of whom are female and aged 13-16 years. Health issues addressed during individual consultations are predominantly psychosocial but also include medical, sexual health and sexuality issues, health surveillance, and risk-taking behaviors. Nurses also provide clients with health information and promote enhanced personal skill development during these consultations. Health promotion strategies undertaken by nurses were predominantly health education and health information displays. Nurses reported marketing their role and function within the school to be an essential and often difficult aspect of their role. Professional development through the SBYHNP was excellent; however, there was concern relating to the availability of future educational opportunities. The SBYHNP provides nurses with a new, challenging, autonomous role within the school environment and the opportunity to expand their role to incorporate all aspects of the health-promoting schools' framework.

Practices and Attitudes of Missouri School Nurses Regarding Immunization Records and Select Immunizations of Graduating High School Seniors.

Science.gov (United States)

Rhodes, Darson L; Draper, Michele; Woolman, Kendra; Cox, Carol

2017-10-01

School nurses play a key role in maintaining a healthy student population, and one of their roles includes maintaining vaccination records. Further, they can play an important role in advocating for human papillomavirus (HPV) and meningococcal vaccination for students. All Missouri public high school nurses were sent an electronic survey addressing the knowledge, attitudes, and practices regarding immunization records and HPV and meningococcal vaccination of high school seniors. Approximately 75% of nurses reported their schools did not have or they did not know if the school had a written policy regarding the release of vaccination records. Approximately 1/2 and 1/3 of nurses do not communicate with parents/students about HPV or meningococcal vaccines, respectively. Although most favorable toward meningococcal, nurses had positive attitudes toward both vaccines. Recommendations include establishment of written policies regarding vaccination record release, and future research should focus on evaluating school nurses' communication methods regarding HPV and meningococcal vaccination.

Parents' and providers' attitudes toward school-located provision and school-entry requirements for HPV vaccines.

Science.gov (United States)

Vercruysse, Jessica; Chigurupati, Nagasudha L; Fung, Leslie; Apte, Gauri; Pierre-Joseph, Natalie; Perkins, Rebecca B

2016-06-02

To determine parents' and providers' attitudes toward school-located provision and school-entry requirements for HPV vaccination. Parents/guardians of 11-17 y old girls and pediatric healthcare providers at one inner-city public clinic and three private practices completed semi-structured interviews in 2012-2013. Participants were asked open-ended questions regarding their attitudes toward school-located provision and school-entry requirements for HPV vaccination. Parents' answers were analyzed with relationship to whether their daughters had not initiated, initiated but not completed, or completed the HPV vaccine series. Qualitative analysis was used to identify themes related to shared views. 129 parents/guardians and 34 providers participated. 61% of parents supported providing HPV vaccinations in schools, citing reasons of convenience, improved access, and positive peer pressure. Those who opposed school-located provision raised concerns related to privacy and the capacity of school nurses to manage vaccine-related reactions. Parents whose daughters had not completed the series were more likely to intend to vaccinate their daughters in schools (70%) and support requirements (64%) than parents who had not initiated vaccination (42% would vaccinate at school, 46% support requirements) or completed the series (42% would vaccinate at school, 32% support requirements; p parents whose children have not completed the series, indicating that this venue might be a valuable addition to improve completion rates. Support for school-entry requirements was limited among both parents and healthcare providers.

School Nurse Workload.

Science.gov (United States)

Endsley, Patricia

2017-02-01

The purpose of this scoping review was to survey the most recent (5 years) acute care, community health, and mental health nursing workload literature to understand themes and research avenues that may be applicable to school nursing workload research. The search for empirical and nonempirical literature was conducted using search engines such as Google Scholar, PubMed, CINAHL, and Medline. Twenty-nine empirical studies and nine nonempirical articles were selected for inclusion. Themes that emerged consistent with school nurse practice include patient classification systems, environmental factors, assistive personnel, missed nursing care, and nurse satisfaction. School nursing is a public health discipline and population studies are an inherent research priority but may overlook workload variables at the clinical level. School nurses need a consistent method of population assessment, as well as evaluation of appropriate use of assistive personnel and school environment factors. Assessment of tasks not directly related to student care and professional development must also be considered in total workload.

Parents', nurses', and educators' perceptions of risks and benefits of school attendance by children who are medically fragile/technology-dependent.

Science.gov (United States)

Rehm, Roberta S; Rohr, Julie A

2002-10-01

Few studies have focused on school activities of children who are medically fragile/technology-dependent. This article reports on an exploratory, interpretive study that examined the perceptions of parents, nurses, and educators with regard to their school concerns and strategies for ensuring the safety and health of these students. Informants all believed that attending school provided benefits to most children who are medically fragile/technology-dependent, including opportunities for skill acquisition, socialization, and respite care for families. However, they also perceived that there were real risks involved, including obtaining appropriate care, exposure to infection, and social isolation or teasing. Copyright 2002, Elsevier Science (USA). All rights reserved.

Comparison of Administrators' and School Nurses' Perception of the School Nurse Role

Science.gov (United States)

Green, Rebecca; Reffel, Jim

2009-01-01

The current tenuous status of public education funding requires that school nurses be proactive in advocacy efforts on behalf of their school nursing programs. Advocating for nursing practice within an educational setting presents unique challenges. Lack of state or national consensus for support of school nurse services creates an opportunity for…

Immigrant parents role in mental health promotion of their primary school children.

OpenAIRE

Adhikari, Shobha

2012-01-01

KEMI TORNIO UNIVERSITY OF APPLIED SCIENCES Health Care and Social Services Degree Programme in Nursing SHOBHA ADHIKARI IMMIGRANT PARENTS ROLE IN MENTAL HEALTH PROMOTION OF THEIR PRIMARY SCHOOL CHILDREN Bachelor’s Thesis 46 pages Advisors: Arja Meinilä and Hannele Pietiläinen ________________________________________ Key words: immigrant parents, children, mental health, promotion, school, cooperation This thesis deals with the immigrant parents’ role in mental healt...

Understanding nurses' and parents' perceptions of family-centred care.

Science.gov (United States)

Stuart, Megan; Melling, Sally

2014-09-01

To explore and compare differences between parents' and nurses' perceptions of family-centred care (FCC) for children's acute short-stay admissions. Mixed-method questionnaires were designed to compare care task delegation between nurse and parent participants in the study. Parents and nurses had similar perceptions of task allocation in FCC. Parents generally were prepared to undertake basic care tasks only, rather than help with nursing interventions. Nurses had a comprehensive understanding of FCC. Most parents were not able to define FCC but carried it out naturally. In the UK, nurses and parents have similar expectations of FCC. It is unusual for parents to be given information or opportunities to engage in the care of the child beyond everyday tasks. The investigation highlighted the importance of negotiating with family members on each separate admission because, although most parents would be comfortable undertaking care tasks, each family and each situation is different.

Perceptions of school nurses and principals towards nurse role in providing school health services in Qatar.

Science.gov (United States)

A L-Dahnaim, Layla; Said, Hana; Salama, Rasha; Bella, Hassan; Malo, Denise

2013-04-01

The school nurse plays a crucial role in the provision of comprehensive health services to students. This role encompasses both health and educational goals. The perception of the school nurse's role and its relation to health promotion is fundamental to the development of school nursing. This study aimed to determine the perception of school nurses and principals toward the role of school nurses in providing school health services in Qatar. A cross-sectional study was carried out among all school nurses (n=159) and principals (n=159) of governmental schools in Qatar. The participants were assessed for their perception toward the role of the school nurse in the school using 19-Likert-type scaled items Questionnaire. The response rates were 100% for nurses and 94% for principals. The most commonly perceived roles of the school nurse by both nurses and principals were 'following up of chronically ill students', 'providing first aid', and 'referral of students with health problems', whereas most of the roles that were not perceived as school nurse roles were related to student academic achievements. School nurses and principals agreed on the clinical/medical aspects of nurses' role within schools, but disagreed on nurses' involvement in issues related to the school performance of students. The study recommends raising awareness of school principals on the school nursing role, especially in issues related to the school performance of students.

Framework for 21st Century School Nursing Practice: National Association of School Nurses.

Science.gov (United States)

2016-01-01

The National Association of School Nurses (NASN) developed the Framework for 21st Century School Nursing Practice to reflect current school nurse practice. The Framework of practice was introduced in June 2015, and feedback was requested and obtained from practicing school nurses in a variety of ways. The final version of the Framework is introduced in this article. This article updates (and replaces) the articles in the July 2015 NASN School Nurse related to the Framework. Central to the Framework is student-centered nursing care that occurs within the context of the students' family and school community. Surrounding the student, family, and school community are the nonhierarchical, overlapping key principles of Care Coordination, Leadership, Quality Improvement, and Community/Public Health.These principles are surrounded by the fifth principle, Standards of Practice, which is foundational for evidence-based and clinically competent quality care. Each of these principles is further defined by practice components. Suggestions are provided regarding how the Framework can be used in a variety of settings to articulate and prioritize school nursing practice. The ultimate goal is to provide a resource to guide school nurses in their practice to help students be healthy, safe, and ready to learn. © 2015 The Author(s).

Parental perspectives of diabetes management in Alabama public schools.

Science.gov (United States)

Skelley, Jason P; Luthin, David R; Skelley, Jessica W; Kabagambe, Edmond K; Ashraf, Ambika P; Atchison, Joycelyn A

2013-04-01

The purpose of this study was to assess parental perceptions of the current state of care for children with diabetes in the Alabama public school system, identify existing disparities, and determine what resources would most improve diabetes management in this setting. There is a significant need for such information because of the paucity of published data on the current state of diabetes care in Alabama public schools. We based our survey on the American Diabetes Association guidelines and collected responses on the Internet via SurveyMonkey and by paper surveys. We distributed surveys to parents of children with diabetes through the Children's Hospital endocrinology clinic, a diabetes camp, and through the Alabama Association of School Nurses e-mail listserv. A majority of children had type 1 diabetes mellitus. Students who could conveniently check their blood glucose levels (BGLs) at school were significantly more likely to participate in all school activities and their parents were significantly more likely to be satisfied with their child's diabetes care at school. Compared with minority students (defined as all races other than white), white students were more likely to be able to conveniently check their BGLs at school. The accommodation and care for children with diabetes is highly variable within much of the Alabama public school system. The ability to conveniently check BGLs at school is key for participation in all school activities and for parental satisfaction with diabetes care at school. Institution of a uniform, statewide diabetes training protocol for school personnel could improve care and parental satisfaction.

Communal child-rearing: The role of nurses in school health.

Science.gov (United States)

Mulaudzi, Fhumulani M; Peu, Mmapheko D

2014-10-16

Child-rearing remains a concern within our communities, especially because families of today lack primary parents due to multifaceted challenges such as working mothers, diseases and violence. Health-promoting school initiatives are necessary because they allow a multifaceted approach to child-rearing. They further provide a conducive environment for continued schoolchild-rearing moving from home to school. This study promotes an integrated approach to school care using the African concept of Ubuntu - solidarity and sense of community - as a point of departure. The socio-ecological model was used, which includes the work of the school healthcare nurse in contributing to holistic health services. An integrative review was conducted in January 2013, which included methodology studies, a theory review and a variety of studies related to school health. The studies were categorised according to school health, Ubuntu and the socio-ecological model. The role of school healthcare nurses entails acting as a liaison officer between a variety of stakeholders who work together to shape the future of children. Ubuntu, together with the socio-ecological model, can assist us to involve an entire community to raise children. This knowledge serves as a background to the planning of a school health programme. The role of the nurse in school health can also assist in collaborative efforts to formulate the programme and develop the competencies that will inform school health nurse training curricula.

Leadership in school nursing.

Science.gov (United States)

Harshberger, Lorri A; Katrancha, Elizabeth D

2009-03-01

Whether you are new to school nursing or have been practicing for years, you must be aware that the title of school nurse puts you in a position of leadership. You lead students, faculty and staff in your school; you lead the community in which you live and work. You guide people toward health. They request information when faced with a health crisis. You take control in emergencies. School nurses are at the forefront of developing school health policies and procedures. Do you have the qualities of a leader? "The 21 Indispensable Qualities of a Leader" (Maxwell, 1999) expounds the characteristics of a good leader. This book helps the school nurse in the quest toward leadership. The following is a discussion of the main points of this book and their application to school nursing.

Communal child-rearing: The role of nurses in school health

Directory of Open Access Journals (Sweden)

Fhumulani M. Mulaudzi

2014-02-01

Full Text Available Background: Child-rearing remains a concern within our communities, especially because families of today lack primary parents due to multifaceted challenges such as working mothers, diseases and violence. Health-promoting school initiatives are necessary because they allow a multifaceted approach to child-rearing. They further provide a conducive environment for continued schoolchild-rearing moving from home to school.Objectives: This study promotes an integrated approach to school care using the African concept of Ubuntu – solidarity and sense of community – as a point of departure. The socio-ecological model was used, which includes the work of the school healthcare nurse in contributing to holistic health services.Method: An integrative review was conducted in January 2013, which included methodology studies, a theory review and a variety of studies related to school health. The studies were categorised according to school health, Ubuntu and the socio-ecological model.Findings: The role of school healthcare nurses entails acting as a liaison officer between a variety of stakeholders who work together to shape the future of children.Conclusion: Ubuntu, together with the socio-ecological model, can assist us to involve an entire community to raise children. This knowledge serves as a background to the planning of a school health programme. The role of the nurse in school health can also assist in collaborative efforts to formulate the programme and develop the competencies that will inform school health nurse training curricula.

Family characteristics and health behaviour as antecedents of school nurses' concerns about adolescents' health and development: a path model approach.

Science.gov (United States)

Poutiainen, Hannele; Levälahti, Esko; Hakulinen-Viitanen, Tuovi; Laatikainen, Tiina

2015-05-01

Family socio-economic factors and parents' health behaviours have been shown to have an impact on the health and well-being of children and adolescents. Family characteristics have also been associated with school nurses' concerns, which arose during health examinations, about children's and adolescents' physical health and psychosocial development. Parental smoking has also been associated with smoking in adolescents. The aim of this study was to determine to what extent school nurses' concerns about adolescents' physical health and psychosocial development related to family characteristics are mediated through parents' and adolescents' own health behaviours (smoking). A path model approach using cross-sectional data was used. In 2008-2009, information about health and well-being of adolescents was gathered at health examinations of the Children's Health Monitoring Study. Altogether 1006 eighth and ninth grade pupils in Finland participated in the study. The associations between family characteristics, smoking among parents and adolescents and school nurses' concerns about adolescents' physical health and psychosocial development were examined using a structural equation model. Paternal education had a direct, and, through fathers' and boys' smoking, an indirect association with school nurses' concerns about the physical health of boys. Paternal labour market status and family income were only indirectly associated with concerns about the physical health of boys by having an effect on boys' smoking through paternal smoking, and a further indirect effect on concerns about boys' health. In girls, only having a single mother was strongly associated with school nurses' concerns about psychosocial development through maternal and adolescent girl smoking. Socio-economic family characteristics and parental smoking influence adolescent smoking and are associated with school nurses' concerns about adolescents' physical health and psychosocial development. The findings

Influencing school health policy: the role of state school nurse consultants.

Science.gov (United States)

Broussard, Lisa; Howat, Holly; Stokes, Billy; Street, Tanya

2011-01-01

The role of the State School Nurse Consultant has been well defined by the National Association of School Nurses. State School Nurse Consultants serve as a resource to school nurses on issues related to their practice, as well as a liaison between top-level educators and school nurses. The purpose of this article is to describe the role of the State School Nurse Consultant, and to present results of a survey of Louisiana school nurses related to their practice needs. A survey was administered via Survey Monkey to determine the perceived needs of Louisiana school nurses related to their professional practice. Eighty-eight members of the Louisiana School Nurse Organization participated in the online survey. Louisiana is 1 of 6 states that do not have a State School Nurse Consultant. Respondents to the survey indicated an overwhelming need to have a school nurse representative at the state level. Twenty-two of the respondents specifically stated that they would like to have a State School Nurse Consultant within the Department of Education. Budgetary constraints have resulted in a lack of funding for a State School Nurse Consultant in Louisiana. Partnerships with federally qualified health centers (FQHC) and billing of Medicaid for school nursing services are 2 examples of revenue sources for school nurses that Louisiana is investigating. Revenue from these sources may serve to supplement state funds so that this important resource for Louisiana school nurses can be put into place.

School Nurse Perspectives

Science.gov (United States)

Borja, Mary C.; Amidon, Christine; Spellings, Diane; Franzetti, Susan; Nasuta, Mary

2009-01-01

This article features school nurses from across the country who are championing for school-located influenza immunization within their communities. These nurses are: (1) Mary C. Borja; (2) Christine Amidon; (3) Diane Spellings; (4) Susan Franzetti; and (5) Mary Nasuta. (Contains 6 figures.)

Characteristics of Illinois School Districts That Employ School Nurses

Science.gov (United States)

Searing, Lisabeth M.; Guenette, Molly

2016-01-01

Research indicates that school nursing services are cost-effective, but the National Association of School Nurses estimates that 25% of schools do not have a school nurse (SN). The purpose of this study was to identify the characteristics of Illinois school districts that employed SNs. This was a secondary data analysis of Illinois School Report…

Roles of nurses and parents caring for hospitalised children.

Science.gov (United States)

Bedells, Ella; Bevan, Ann

2016-03-01

This article reviews the literature on nurses' and parents' self-perceived roles when caring for hospitalised children, focusing on research conducted since the Department of Health published the National Service Framework for Children: Standard for Hospital Services in 2003. Three main themes emerge from the review: nurses' perceptions, parents' perceptions, and negotiation. Clarification of what nurses and parents consider to be their respective roles when caring for hospitalised children is a prerequisite for negotiation of those roles. The family's background, life experiences and circumstances influence the effectiveness of negotiation between nurses and parents. The article explores potential barriers to negotiation, including poor communication and failure to provide information. Limitations of the research and the implications for practice are considered.

Obesity Prevention Practices of Elementary School Nurses in Minnesota: Findings from Interviews with Licensed School Nurses

Science.gov (United States)

Morrison-Sandberg, Leslie F.; Kubik, Martha Y.; Johnson, Karen E.

2011-01-01

Elementary schools are an optimal setting to provide obesity prevention interventions, yet little is known about the obesity prevention practices of elementary school nurses. The purpose of this study was to gain insight into current obesity-related school nursing practice in elementary schools in Minnesota, opinions regarding school nurse-led…

School Nurses' Experiences and Perceptions of Healthy Eating School Environments.

Science.gov (United States)

Muckian, Jean; Snethen, Julia; Buseh, Aaron

School nurses provide health promotion and health services within schools, as healthy children have a greater potential for optimal learning. One of the school nurses' role is in encouraging healthy eating and increasing the availability of fruits and vegetables in the school. The purpose of this study was to explore and describe school nurses' perceptions of their role in promoting increased fruit and vegetable consumption in the school setting. One avenue to increased availability of fruits and vegetables in schools is Farm to School programs mandated by the Federal government to improve the health of school children. School nurses are optimally positioned to work with Farm to School programs to promote healthy eating. A secondary aim was to explore school nurses' knowledge, experiences and/or perceptions of the Farm to School program to promote fruit and vegetable consumption in the school setting. Three themes emerged from the focus groups: If There Were More of Me, I Could Do More; Food Environment in Schools; School Nurses Promote Health. School nurses reported that they addressed health issues more broadly in their roles as educator, collaborator, advocate and modeling healthy behaviors. Most of the participants knew of Farm to School programs, but only two school nurses worked in schools that participated in the program. Consequently, the participants reported having little or no experiences with the Farm to School programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Substitutes for School Nurses in Illinois

Science.gov (United States)

Vollinger, Linda Jeno; Bergren, Martha Dewey; Belmonte-Mann, Frances

2011-01-01

The purpose of this descriptive study was to explore utilization of nurse substitutes in the school setting in Illinois. The literature described personnel who staff the school health office in the absence of the school nurse and the barriers to obtaining nurse substitutes. There were no empirical studies conducted on school nurse substitutes in…

Section 504 and student health problems: the pivotal position of the school nurse.

Science.gov (United States)

Zirkel, Perry A; Granthom, Margarita Fernan; Lovato, Leanna

2012-12-01

News reports illustrate controversies between parents and schools in response to student health problems. Today's school nurse is in a pivotal position for the avoidance and resolution of disputes not only by increasing awareness of student health conditions but also by having a working knowledge of legal developments under Section 504 and its sister statute-the Americans with Disabilities Act (ADA). The ADA amendments of 2008 have extended the standards for eligibility and expanded questions about school districts' obligations under Section 504 and the ADA. This article provides a comprehensive synthesis of recent case law and related legal developments under this pair of federal statutes, culminating in practical implications and professional recommendations for school nurses.

[New parenting education in maternal child nursing].

Science.gov (United States)

Chen, Jih-Yuan

2009-12-01

Taiwan society is today typified by low birth rates amongst Taiwanese and a rising number of children born to immigrant and trans-cultural marriage families. Unhealthy behavior and anxiety on the part of pregnant women increase postpartum depression and complications and negatively affect neonatal heath. Such may further negatively impact upon romantic feelings between the new parents and the nascent parent-child relationship. New parenting education is a proactive and innovative strategy that may be used to improve maternal and child health. Therefore, it is worthy to explore how best to achieve cost-effective education interventions. First, the importance of new parenting education and its influence factors must be understood. Factors of women's health and nursing responsibilities potentially addressed by new parenting education include pregnancy complications, fetal death and malformation, accidents and traumas during childhood and adolescence, childhood obesity, and pediatric health-care delivery systems. It is the responsibility of nursing professionals to collect and interpret information on health promotion, disease prevention and childcare in cooperation with other disciplines. Nurses are also responsible to participate in family education and services that target new parents. Therefore, nursing professionals participate in planning and intervention actions related to health promotion, develop support group and counseling centers, collect and organize relevant information, and develop family education and health promotion models. Achieving preventive health service goals while maintaining family competencies and empowerment is an essential aspect of the parenthood mission and vision.

Sexual Orientation and Gender Identity/Expression (Sexual Minority Students): School Nurse Practice. Position Statement. Revised

Science.gov (United States)

Bradley, Beverly

2012-01-01

It is the position of the National Association of School Nurses that all students, regardless of their sexual orientation or the sexual orientation of their parents and family members, are entitled to a safe school environment and equal opportunities for a high level of academic achievement and school participation/involvement. Establishment of…

Supporting parents and parenting: An overview of data-based papers recently published in Contemporary Nurse.

Science.gov (United States)

Jackson, Debra; Power, Tamara; Dean, Sue; Potgieter, Ingrid; Cleary, Michelle

2013-10-02

Abstract Nurses have a crucial role in play in supporting parents and in delivering and referring parents to family-support services. In this editorial, we reflect on papers recently published in Contemporary Nurse. We sought to consider data-based papers on parenting published between 2008 and 2012 and elucidate the role/s and potential roles of nurses in enhancing and supporting parenting. Parenting is recognised as a crucial variable for achieving positive outcomes for children (Dawson et al 2012). Poor, inconsistent or abusive parenting is linked to poor outcomes (Griffin et al. 2000, Holt et al.2008, Patterson et al.1989), while consistent and effective parenting is associated with enhanced child outcomes (Lamb 2012, Landry et al.2001). In addition to being important to outcomes for children, perceived parenting quality is also important to parents themselves. Disrupted relationships between parents and their children have been identified as distressing and potentially damaging to both parties (Jackson 2000; East 2006, 2007; Power 2012).

Nurses' and Parents' Perceptions of Parental Guidance on Using Nonpharmacological Pain-Relieving Methods Among Neonates in the NICU.

Science.gov (United States)

Pölkki, Tarja; Laukkala, Helena; Korhonen, Anne

2016-08-01

Despite growing knowledge of parents' important role in their infants' pain management, the extent to which nurses in neonatal intensive care units (NICUs) provide guidance to parents on nonpharmacological methods is unclear. This study aimed to describe and compare the perceptions of parental guidance in using nonpharmacological pain-relieving methods among neonates in NICUs from the viewpoints of nurses and parents, and to examine the participants' demographics related to the guidance. A cross-sectional, descriptive, correlational study using questionnaire surveys was conducted. Eight NICUs of 5 university hospitals in Finland. A total of 427 participants, including 294 nurses and 178 parents. The participants indicated that the methods of touching and holding were the most commonly introduced strategies in infants' pain alleviation, as they were given as an alternative "nearly always/always" (nurses 91%, 87% and parents 61%, 58%, respectively). In contrast, music and breast-feeding were the less commonly introduced nonpharmacological methods (nurses 11%, 6% and parents 1%, 6%, respectively). A significant difference (p methods compared with parents. In addition, many demographic factors of the nurses, the parents, and their infants were related to the parental guidance. Our findings indicate that parental guidance should not be based on nurses' evaluations of their activities without taking into account parents' perspectives. When counseling parents to use nonpharmacological methods, neonatal nurses should actively interact with families and discuss parents' individual needs. Copyright © 2016 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

The Power of Influence: School Nurse Stories.

Science.gov (United States)

Mazyck, Donna; Cellucci, Margaret; Largent, Piper

2015-07-01

School nurses have influence, and this influence is ignited with school nurse stories. School nurses must tell school staff, leaders, families, and students what they do to help students access their education. School boards, city councils, and legislators need to know the knowledge, skills, and judgment school nurses use daily. NASN understands that school nurses benefit from a "how to" kit and has developed tools to empower school nurses in advocating for their important role in supporting the health and learning of students. This article provides an overview this newly developed electronic toolkit while at the same time reinforcing the power of influence when sharing your stories. © 2015 The Author(s).

School nurses' attitudes and experiences regarding the human papillomavirus vaccination programme in Sweden: a population-based survey.

Science.gov (United States)

Grandahl, Maria; Tydén, Tanja; Rosenblad, Andreas; Oscarsson, Marie; Nevéus, Tryggve; Stenhammar, Christina

2014-05-31

Sweden introduced a school-based human papillomavirus (HPV) vaccination programme in 2012, and school nurses are responsible for managing the vaccinations. The aim of the present study was to investigate the attitudes and experiences of school nurses regarding the school-based HPV vaccination programme 1 year after its implementation. Data were collected using a web-based questionnaire in the spring of 2013, and 83.1% (851/1024) of nurses responded. There were strong associations between the nurses' education about the HPV vaccine and their perceived knowledge about the vaccine and a favourable attitude towards vaccination (both p HPV vaccination compared with nurses with little education about HPV vaccination (adjusted odds ratio [OR] = 9.8; 95% confidence interval [CI]: 3.797-25.132). Nurses with high perceived knowledge were more likely to have a positive attitude compared with those with a low level of perceived knowledge (OR = 2.5; 95% CI: 1.299-4.955). If financial support from the government was used to fund an additional school nurse, nurses were more likely to have a positive attitude than if the financial support was not used to cover the extra expenses incurred by the HPV vaccination (OR = 2.1; 95% CI: 1.051-4.010). The majority, 648 (76.1%), had been contacted by parents with questions about the vaccine, mostly related to adverse effects. In addition, 570 (66.9%) stated that they had experienced difficulties with the vaccinations, and 337 (59.1%) of these considered the task to be time-consuming. A high level of education and perceived good knowledge about HPV are associated with a positive attitude of school nurses to the HPV vaccination programme. Thus, nurses require adequate knowledge, education, skills and time to address the questions and concerns of parents, as well as providing information about HPV. Strategic financial support is required because HPV vaccination is a complex and time-consuming task.

[Parents and nursing staff's expectations regarding the nurse's work in a NICU].

Science.gov (United States)

Kamada, Ivone; Rocha, Semíramis Melani Melo

2006-09-01

The general purpose of this investigation was to identify parent and nursing staff expectations regarding the nurse's role in Neonatal Intensive Care Units (NICU). A descriptive study was carried out using a qualitative approach and interviews were conducted at a NICU in the interior of the State of São Paulo. Results showed new expectations on the part of parents and professionals regarding the role of NICU nurses. The knowledge identified as necessary were a family-centered approach, interpersonal relations techniques, and differentiation between technology and scientific knowledge. The conclusion is that NICU nurses need to play a more incisive role in the nursing care process, adjusting the use of technological advances to human knowledge, particularly in the area of interpersonal relationships between family members and staff, which includes activities of continuing education, such as specialization courses.

Racial differences in parental satisfaction with neonatal intensive care unit nursing care.

Science.gov (United States)

Martin, A E; D'Agostino, J A; Passarella, M; Lorch, S A

2016-11-01

Nurses provide parental support and education in the neonatal intensive care unit (NICU), but it is unknown if satisfaction and expectations about nursing care differ between racial groups. A prospective cohort was constructed of families with a premature infant presenting to primary care between 1 January 2010 and 1 January 2013 (N=249, 52% white, 42% black). Responses to questions about satisfaction with the NICU were analyzed in ATLAS.ti using the standard qualitative methodology. One hundred and twenty (48%) parents commented on nursing. Fifty-seven percent of the comments were positive, with black parents more negative (58%) compared with white parents (33%). Black parents were most dissatisfied with how nurses supported them, wanting compassionate and respectful communication. White parents were most dissatisfied with inconsistent nursing care and lack of education about their child. Racial differences were found in satisfaction and expectations with neonatal nursing care. Accounting for these differences will improve parental engagement during the NICU stay.

NASN position statement: role of the school nurse.

Science.gov (United States)

2012-03-01

It is the position of the National Association of School Nurses that the registered professional school nurse is the leader in the school community to oversee school health policies and programs. The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health services and promotion of health education. Using clinical knowledge and judgment, the school nurse provides health care to students and staff, performs health screenings and coordinates referrals to the medical home or private healthcare provider. The school nurse serves as a liaison between school personnel, family, community and healthcare providers to advocate for health care and a healthy school environment (National Association of School Nurses/American Nurses Association [NASN/ANA], 2005).

School Nurse Role in Electronic School Health Records. Position Statement

Science.gov (United States)

Hiltz, Cynthia; Johnson, Katie; Lechtenberg, Julia Rae; Maughan, Erin; Trefry, Sharonlee

2014-01-01

It is the position of the National Association of School Nurses (NASN) that Electronic Health Records (EHRs) are essential for the registered professional school nurse (hereinafter referred to as school nurse) to provide efficient and effective care in the school and monitor the health of the entire student population. It is also the position of…

Reasons Parents Exempt Children from Receiving Immunizations

Science.gov (United States)

Luthy, Karlen E.; Beckstrand, Renea L.; Callister, Lynn C.; Cahoon, Spencer

2012-01-01

School nurses are on the front lines of educational efforts to promote childhood vaccinations. However, some parents still choose to exempt their children from receiving vaccinations for personal reasons. Studying the beliefs of parents who exempt vaccinations allows health care workers, including school nurses, to better understand parental…

Public Health Interventions for School Nursing Practice

Science.gov (United States)

Schaffer, Marjorie A.; Anderson, Linda J. W.; Rising, Shannon

2016-01-01

School nurses (SNs) use public health nursing knowledge and skills to provide nursing services to school populations. The Public Health Intervention Wheel is a practice framework that can be used to explain and guide public health nursing interventions. SNs who were also members of the National Association of School Nurses completed an electronic…

Education, licensure, and certification of school nurses: position statement.

Science.gov (United States)

2013-07-01

It is the position of the National Association of School Nurses (NASN) that every school-age child deserves a school nurse who has a baccalaureate degree in nursing from an accredited college or university and is licensed as a registered nurse through the state board of nursing. These requirements constitute minimal preparation needed to practice at the entry level of school nursing (American Nurses Association [ANA] & NASN, 2011). Additionally, NASN supports state school nurse certification, where required, and promotes national certification of school nurses through the National Board for Certification of School Nurses.

Motivational Interviewing by School Nurses

DEFF Research Database (Denmark)

Bonde, Ane; Bentsen, Peter; Hindhede, Anette Lykke

Title: Motivational Interviewing by School Nurses: Spirit, Techniques, and Dilemmas in the Prevention of Child Obesity Introduction : School nurses play a central role in school-based, preventive health services in Denmark (National Board of Health, 2011), and they may play an important role...... a prevention strategy targeting children with a high risk of obesity with an intervention conducted by school nurses using motivational interviewing.Motivational interviewing is a counselling method to bring about behavioural change (Miller and Rollnick 1995). Effect has been documented for a range of problem...... behaviours related to lifestyle diseases in adults (Rubak et al. 2005; Söderlund et al. 2011). The use of motivational interviewing by school nurses for the prevention of child obesity in a family intervention is still new, and evidence on the potentials and problems is scarce (Resnicow, Davis and Rollnick...

Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams.

Science.gov (United States)

Reuterswärd, Marina; Hylander, Ingrid

2017-06-01

The Swedish Education Act (2011) mandated a new combination of services to boost students' physical health, their mental health and special education through interprofessional pupil health and well-being (PH) teams. For Swedish school nurses, providing these services presents new challenges. To describe how Swedish school nurses experience their work and collaboration within the interprofessional PH teams. Twenty-five school nurses (SNs) were interviewed in five focus groups. Content analysis was used to examine the data and to explore SNs' workplace characteristics by using the components of the sense of coherence (SOC) framework. SNs' experiences of work and collaboration within PH teams can be described using three domains: the expectations of others regarding SNs' roles, SNs' contributions to pupils' health and well-being, and collaboration among SNs within PH teams. The results indicate a discrepancy between SNs' own experiences of their contribution and their experiences of other professionals' expectations regarding those contributions. Some duties were perceived as expected, comprehensible, manageable and meaningful, while other duties - though expected - were perceived as less meaningful, taking time away from school-related matters. Other duties that were not explicitly expected - promoting general health and creating safety zones for pupils, teachers and parents, for example - were nonetheless perceived as meaningful. Collaboration within PH teams was considered meaningful, comprehensible and manageable only if the objectives of the team meetings were clear, if other professionals were available and if professional roles on the team were clearly communicated. The SNs reported a lack of clarity regarding their role in PH and its implementation in schools, indicating that professionals in PH teams need to discuss collaboration so as to find their niche given the new conditions. SOC theory emerged as a useful framework for discussing concrete work

Violence in the School Setting: A School Nurse Perspective.

Science.gov (United States)

King, Kate K

2014-01-31

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

Parental Involvement in Norwegian Schools

Science.gov (United States)

Paulsen, Jan Merok

2012-01-01

This article examines findings on key challenges of school-parent relations in Norway. The review is based on recent large-scale studies on several issues, including formalized school-parent cooperation, parental involvement in the pedagogical discourse, and teacher perspectives on the parents' role in the school community. Findings suggest a…

School Nurses' perspectives on the role of the school nurse in health education and health promotion in England: a qualitative study.

Science.gov (United States)

Hoekstra, Beverley A; Young, Vicki L; Eley, Charlotte V; Hawking, Meredith K D; McNulty, Cliodna A M

2016-01-01

The role of the school nurse is complex with many possible elements identified by previous research. The aim of this study is to understand perceptions of the role of the school nurse in order to support school nurses in the delivery of health education. The study used an inductive, qualitative research design involving semi-structured interviews and focus groups. Participants were recruited from four NHS trusts across England and final sample size was thirty one school nurses. Three focus groups and two interviews took place in person, and three interviews were over the phone. Data was thematically analysed. School nurses described six main themes. Four themes directly related to the school nurse role: the main roles of a school nurse, school nurses' role in health education, prioritisation of workload and activities, and community work. A further two other themes related to the delivery of health education: the school nursing system and educational resources. The role of the school nurse in England is very diverse and the school nurse role in health education is primarily to advise and support schools, rather than to directly deliver education. The study identified that tailored public health educational resources are needed to support school nurses.

Barriers to Seizure Management in Schools: Perceptions of School Nurses.

Science.gov (United States)

Terry, Debbie; Patel, Anup D; Cohen, Daniel M; Scherzer, Daniel; Kline, Jennifer

2016-12-01

The purpose of this study was to assess school nurses' perceptions of barriers to optimal management of seizures in schools. Eighty-three school nurses completed an electronic survey. Most agreed they felt confident they could identify a seizure (97.6%), give rectal diazepam (83.8%), and handle cluster seizures (67.1%), but fewer were confident they could give intranasal midazolam (63.3%), had specific information about a student's seizures (56.6%), or could swipe a vagus nerve stimulator magnet (47.4%). Nurses were more likely to be available at the time of a seizure in rural (17/20) (85%) versus suburban (21/34) (62%) or urban (8/25) (32%) schools (P = .001). School nurses are comfortable managing seizures in the school setting. However, a specific seizure plan for each child and education on intranasal midazolam and vagus nerve stimulator magnet use are needed. A barrier in urban schools is decreased availability of a nurse to identify seizures and administer treatment. © The Author(s) 2016.

School Nurses: An Investment in Student Achievement

Science.gov (United States)

Maughan, Erin D.

2018-01-01

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.

[Concepts of pain in preschoolers and children of early school age and their parents after painful interventions during hospitalization].

Science.gov (United States)

Kloos, H D

1999-06-01

Subject of the present study are individual pain concepts of preschoolers and children of early school age. Their parents' concepts of pain were considered as well. In a qualitative study interviews were performed with 9 children and their parents in a children's hospital to investigate their individual concepts of pain, their methods of pain assessment, and self-initiated strategies of pain alleviation. Already 4-6 year old children are able to remember painful experiences and to communicate about pain. Strategies of pain alleviation used by children are distraction methods as well as methods of physical relief. The child's parents play an important role concerning pain assessment and coping. The parents' presence is also very important to communicate the child's needs to nurses. Parents want nurses to consider physiological as well as behavioral aspects in the assessment of the child's pain. Besides, they expect nurses to have competences concerning prevention, assessment and alleviation of pain. To perform a trustful relationship to children and parents, more intensified counselling by nurses seems necessary.

Should School Nurses Wear Uniforms?

Science.gov (United States)

Journal of School Health, 2001

2001-01-01

This 1958 paper questions whether school nurses should wear uniforms (specifically, white uniforms). It concludes that white uniforms are often associated with the treatment of ill people, and since many people have a fear reaction to them, they are not necessary and are even undesirable. Since school nurses are school staff members, they should…

Using Nursing Languages in School Nursing Practice. Second Edition

Science.gov (United States)

Denehy, Janice

2010-01-01

The purpose of this updated manual is to define and describe standardized nursing languages, highlight how nursing languages are a part of the nursing process, and illustrate through case examples how nursing languages are used in school nursing practice. This manual also summarizes the history and development of three nursing classifications, the…

The role of community health nurses in behavioral modification of parents of children with behavioral disorders in primary schools in Isfahan.

Science.gov (United States)

Dehaghani, Abdollah Rezaei; Ershadi, Kobra; Pahlavanzadeh, Saeid; Ahmadi, Sayed Ahmad

2010-01-01

Mental health is of great importance in childhood and the foundation of personality of every individual is laid during this period. Moreover, behavioral problems are common in children, and a lot of the individual, familial, and social disorders originate from the fact that these problems are not treated at the right time. More important is that the behavioral problems of children are rooted in the behavior and upbringing of parents. Therefore, we carried out the present study to investigate the role of community health nurses in modifying the behavior of parents whose children have behavioral problems. This research was a pre- and post-training quasi-experimental study. The study was carried out with the participation of the parents of 44 first-grade primary school children with reported behavioral problems. The instrument used in the study was a self-made questionnaire. The data was analyzed by SPSS software, using descriptive and inferential statistical methods (t-test and repeated ANOVA). The mean scores of parents' behavior before, immediately after, and one month after training exhibited a significant difference in both fathers and mothers (p = 0.04 in fathers and p parents led to a change in their behavior towards children, it is advisable to prepare and implement such programs.

What do parents really want? Parents' perceptions of their children's schooling

Directory of Open Access Journals (Sweden)

Corinne Meier

2015-05-01

Full Text Available International evidence confirms that parental involvement has substantial benefits for families and schools, as well as long-term economic benefits for developed and developing countries. To implement sound parental involvement two-way communication between home and school is essential. Schools worldwide tend to focus on communication from the school to the home, and afford parents fewer opportunities to express their perceptions of the quality of schooling. However, researcher-based, national and international surveys of parent opinion indicate that school endeavours to improve learner outcomes depend to a large extent on the data provided by parents. This article examines parents' perceptions of their child's schooling, gathered by means of an annual questionnaire administered in a public primary school in Gauteng, South Africa. A researcher-designed questionnaire administered annually over two consecutive years (2012 and 2013 was used to gauge parents' opinions of school culture, home-school communication, classroom instruction and classroom organisation. The results indicate that parents were generally satisfied with all four areas. However, parents indicated concerns about reporting on an individual learner's progress, academic achievement, and social and emotional wellbeing, as well as academic enrichment opportunities, and ways for parents to assist learning at home. In terms of classroom instruction and organisation, variations in parent responses emerged according to grade levels, and over the two-year reporting period. Recommendations were made, which could benefit other schools wishing to improve two-way communication with families through parent questionnaires.

Medicaid Reimbursement for School Nursing Services: A Position Paper of the National Association of State School Nurse Consultants.

Science.gov (United States)

Journal of School Health, 1996

1996-01-01

This statement of the National Association of State School Nurse Consultants lists those school nursing services and procedures the organization believes should be reimbursable by Medicaid to school districts. Identified services are in the areas of case finding, nursing care procedures, care coordination, patient/student counseling, and emergency…

Nursing & parental perceptions of neonatal care in Central Vietnam: a longitudinal qualitative study.

Science.gov (United States)

Gallagher, Katie; Partridge, Colin; Tran, Hoang T; Lubran, Suzanna; Macrae, Duncan

2017-07-11

Neonatal mortality accounts for nearly three quarters of all infant deaths in Vietnam. The nursing team are the largest professional group working with newborns, however do not routinely receive neonatal training and there is a lack of research into the impact of educational provision. This study explored changes in nursing perceptions towards their role following a neonatal educational intervention. Parents perceptions of nursing care were explored to determine any changes as nurses gained more experience. Semi-Structured qualitative interviews were conducted every 6 months over an 18 month period with 16 nurses. At each time point, parents whose infant was resident on the neonatal unit were invited to participate in an interview to explore their experiences of nursing care. A total of 67 parents participated over 18 months. Interviews were conducted and transcribed in Vietnamese before translation into English for manifest content analysis facilitated by NVivo V14. Analysis of nursing transcripts identified 14 basic categories which could be grouped (23) into 3 themes: (1) perceptions of the role of the neonatal nurse, (2) perception of the parental role and (3) professional recollections. Analysis of parent transcripts identified 14 basic categories which could be grouped into 3 themes: (1) information sharing, (2) participation in care, and (3) personal experience. Qualitative interviews highlighted the short term effect that the introduction of an educational intervention can have on both nursing attitudes towards and parental experience of care in one neonatal unit in central Vietnam. Nurses shared a growing awareness of their role along with its ethical issues and challenges, whilst parents discussed their overall desire for more participation in their infants care. Further research is required to determine the long term impact of the intervention, the ability of nurses to translate knowledge into clinical practice through assessment of nursing knowledge

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools.

Science.gov (United States)

Kool, Bridget; Thomas, David; Moore, Dennis; Anderson, Angelika; Bennetts, Phillipa; Earp, Karlynne; Dawson, Dianne; Treadwell, Nicky

2008-04-01

To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio-economic areas with high Pacific Island and Māori rolls. An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland, NZ (2002-05). Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. School nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. Co-ordination of school nurses either at a regional or national level is required.

School nurse evaluations: making the process meaningful and motivational.

Science.gov (United States)

McDaniel, Kathryn H; Overman, Muriel; Guttu, Martha; Engelke, Martha Keehner

2013-02-01

The professional standards of school nursing practice provide a framework to help school nurses focus on their unique mission of promoting health and academic achievement for all students. Without the standards, the nurse's role can become task oriented and limited in scope. By using an evaluation tool that reflects the standards, nurses not only become aware and begin to understand the standards; they also become directly accountable for meeting them. In addition, developing an evaluation process based on the standards of school nurse practice increases the visibility of school nurses and helps school administrators understand the role of the school nurse. This article describes how one school district integrated the scope and standards of school nursing into the job description and performance evaluation of the nurse. The process which is used to complete the evaluation in a manner that is meaningful and motivational to the school nurse is described.

Educational Preparation for the Role of the School Nurse: Perceptions of School Nurses in Washington State

Science.gov (United States)

Newell, Mary E.

2013-01-01

The purpose of this quantitative research study was to identify the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and determine if they felt adequately prepared to effectively practice in the role of a school nurse. A descriptive, quantitative on-line survey was conducted of Washington State…

A Mentoring Program for New School Nurses

Science.gov (United States)

Houghton, Connie

2003-01-01

Until recent years, school nursing practice consisted mainly of screenings and first aid. However, the changing health, social, and emotional needs of children in the school setting have brought about an expansion of school nursing services. Now school nurses must not only perform routine first aid and screenings, but they must also carry out…

School nurses and sex education: surveillance and disciplinary practices in primary schools.

Science.gov (United States)

Hayter, Mark; Piercy, Hilary; Massey, Marie-Therese; Gregory, Trudy

2008-02-01

This paper is a report of a study to explore how school nurses perceive the influence of schools on their role in delivering sex and relationship education in primary schools. School nurses play a key role in sex education in English schools. However, sex education is a contentious issue meaning the sex education of children is often an area of tension within the curriculum. However, the impact of these tensions upon school nursing practice is poorly described. Three focus groups with a convenience sample of 16 nurses experienced in conducting sex and relationship education were conducted during 2006. Focus groups were audio-taped, transcribed verbatim and subjected to a thematic analysis. Four themes were identified in the data: 'covert surveillance' refers to school staff conducting clandestine surveillance of the classroom actions of the nurse; 'overt surveillance' reflects how nurses felt they were being openly monitored by teachers in the classroom; 'Teacher attitude' refers to the interventions of the supervising teacher in the classroom during the sex education session and 'resistance practices' detailed how nurses attempted to manage the disciplinary practices of the school. School nurses need to be pragmatic about the fact that there will be some attempts by the school to regulate sex education. Developing an early dialogue with the school can mediate this. Closer working practices and the involvement of school nurses in the development of sex education policy and practice is vital to ensure that they continue to make a valuable contribution to sex education in schools.

Nursing in Modern Japan and its Significance: The Kyoto Training School for Nurses and the Kyoto Nursing School

OpenAIRE

小野, 尚香

2003-01-01

Nursing by Buddhist during Meiji Japan was stimulated by the visiting nursing program conducted by nurses connected with the Kyoto Training School for Nurses. Why were Buddhist priests attracted to the visiting nursing. what did they try to adopt and what kind of nursing activities did they try to organize? As the first step to answer these questions. in this paper I considered the specialty. the sociality. and the nursing spirit of the home nursing and district nursing provided by the ...

Medication management in Minnesota schools: The need for school nurse-pharmacist partnerships.

Science.gov (United States)

Little, Meg M; Eischens, Sara; Martin, Mary Jo; Nokleby, Susan; Palombi, Laura C; Van Kirk, Cynthia; van Risseghem, Jayme; Wen, Ya-Feng; Wozniak, Jennifer Koziol; Yoney, Erika; Seifert, Randall

Pharmacist participation in school medication management (MM) is minimal. School nurses are responsible for increasingly complex medication administration and management in schools. The purpose of this study was to 1) assess the MM needs of school nurses in Minnesota, and 2) determine if and how interprofessional partnerships between nurses and pharmacists might optimize MM for students. Researchers from the University of Minnesota College of Pharmacy, School Nurse Organization of Minnesota, and Minnesota Department of Health conducted a 32-item online survey of school nurses. Nurses administered the majority of medications at their school (69.9%) compared with unlicensed assistive personnel (29%). Stimulants (37.7%), asthma medications (25.7%), over-the-counter analgesics (17.8%), and insulin (6.6%) were the most commonly administered drug therapies. A clear majority of school nurses were interested in partnering with pharmacists: 90.3% thought that a pharmacist could assist with MM, 80% would consult with a pharmacist, and 12.3% reported that they already have informal access to a pharmacist. Topics that nurses would discuss with a pharmacist included new medications (71.6%), drug-drug interactions (67.1%), proper administration (52%), and storage (39.4%). The top MM concerns included 1) availability of students' medications and required documentation, 2) health literacy, 3) pharmacist consultations, 4) lack of time available for nurses to follow up with and evaluate students, 5) family-centered care, 6) delegation, 7) communication, and 8) professional development. Although the majority of school nurses surveyed indicated that partnerships with pharmacists would improve school MM, few had a formal relationship. Interprofessional partnerships focused on MM and education are high on the list of services that school nurses would request of a consultant pharmacist. Study results suggest that there are opportunities for pharmacists to collaborate with school nurses

Enabling overweight children to improve their food and exercise habits--school nurses' counselling in multilingual settings.

Science.gov (United States)

Magnusson, Maria B; Kjellgren, Karin I; Winkvist, Anna

2012-09-01

The study aimed at analysing school nurses' counselling of overweight and obese children in settings with many immigrants, focusing on content concerning food and physical activity and how this was communicated. For people with a predisposition for overweight, the weight control process requires cognitive skills. School nurses' counselling of overweight children has the potential to support this process by enabling personal resources in the children and their families. However, there is uncertainty among nurses about how to conduct supportive counselling. An explorative design was used when collecting and analysing data. Twenty-two counselling sessions between eight school nurses and 20 overweight children were audio-recorded and analysed using qualitative content analysis. Most of the participating schools represented areas with low socioeconomic status and a high proportion of immigrants and refugees. Less adequate skills in enabling resources in the children and their parents were observed. Concurrently, school nurses provided inadequate explanations about food and physical activity. Topics related to general nutrition models were frequently communicated as general advice instead of individually tailored counselling. Counselling families with other languages and food cultures than the traditional Swedish created additional difficulties. Improved nutritional knowledge for nurses may enhance their skills in enabling children's and families' resources. School nurses should be provided with opportunities to cooperate with other professions in counteracting overweight. Our findings demonstrate a relationship between content skills and person-centeredness in the counselling. This highlights the importance of inter-professional collaboration to ensure a high quality of lifestyle counselling. School health authorities should give high priority to facilitating school nurses' evidence-based continuing education. © 2012 Blackwell Publishing Ltd.

How Nurse Work Environments Relate to the Presence of Parents in Neonatal Intensive Care.

Science.gov (United States)

Hallowell, Sunny G; Rogowski, Jeannette A; Lake, Eileen T

2017-09-25

Parental presence in the neonatal intensive care unit (NICU) is essential for families to participate in infant care and prepare them to transition from hospital to home. Nurses are the principal caregivers in the NICU. The nurse work environment may influence whether parents spend time with their hospitalized infants. To examine the relationship between the NICU work environment and parental presence in the NICU using a national data set. We conducted a cross-sectional, observational study of a national sample of 104 NICUs, where 6060 nurses reported on 15,233 infants cared for. Secondary analysis was used to examine associations between the Practice Environment Scale of the Nursing Work Index (PES-NWI) (subscale items and with a composite measure) and the proportion of parents who were present during the nurses' shift. Parents of 60% (SD = 9.7%) of infants were present during the nurses' shift. The PES-NWI composite score and 2 domains-Nurse Participation in Hospital Affairs and Manager Leadership and Support-were significant predictors of parental presence. A 1 SD higher score in the composite or either subscale was associated with 2.5% more parents being present. Parental presence in the NICU is significantly associated with better nurse work environments. NICU practices may be enhanced through enhanced leadership and professional opportunities for nurse managers and staff. Future work may benefit from qualitative work with parents to illuminate their experiences with nursing leaders and nurse-led interventions in the NICU and design and testing of interventions to improve the NICU work environment.

An integrative review of communication between parents and nurses of hospitalized technology-dependent children.

Science.gov (United States)

Giambra, Barbara K; Stiffler, Deborah; Broome, Marion E

2014-12-01

With advances in health care, the population of children who are technology-dependent is increasing and, therefore, the need for nurses to understand how best to engage in communication with the parents of these children is critical. Shared communication between the parents of hospitalized technology-dependent children and their nurses is essential to provide optimal care for the child. The components and behaviors of the parent-nurse communication process that improve mutual understanding of optimal care for the child had not previously been examined. Among parents of hospitalized technology-dependent children and their nurses, what communication behaviors, components, concepts, or processes improve mutual understanding of optimal care for the child? An integrative review of both qualitative and quantitative studies was conducted. Key words including communication, hospitalized, nurse, parent, pediatric, and technology-dependent were used to search databases such as Cumulative Index to Nursing and Allied Health and Medline for years 2000-2014. The data regarding the process of parent-nurse communication were extracted as they related to the mutual understanding of optimal care for the child. The data were grouped into themes and compared across studies, designs, populations, and settings. Six articles were identified that provided information regarding the processes of shared communication among the parents of hospitalized technology-dependent children and their nurses. Providing clear information, involving parents in care decisions, trust and respect for each other's expertise, caring attitudes, advocacy, and role negotiation were all found to be important factors in shared parent-nurse communication. The results of this integrative review inform our understanding of the parent-nurse communication process. The findings provide nurses with an understanding of strategies to better engage in respectful, engaging, and intentional communication with parents of

School Nurse Perceptions of Student Anxiety.

Science.gov (United States)

Muggeo, Michela A; Ginsburg, Golda S

2018-01-01

Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses' capacity to optimize outcomes for anxious students.

Identification and Comparison of Interventions Performed by Korean School Nurses and U.S. School Nurses Using the Nursing Interventions Classification (NIC)

Science.gov (United States)

Lee, Eunjoo; Park, Hyejin; Nam, Mihwa; Whyte, James

2011-01-01

The purpose of the study was to identify Nursing Interventions Classification (NIC) interventions performed by Korean school nurses. The Korean data were then compared to U.S. data from other studies in order to identify differences and similarities between Korean and U.S. school nurse practice. Of the 542 available NIC interventions, 180 were…

A survey of Chinese nurses' guidance to parents in children's postoperative pain relief.

Science.gov (United States)

He, Hong-Gu; Pölkki, Tarja; Pietilä, Anna-Maija; Vehviläinen-Julkunen, Katri

2005-10-01

The aim of the study was to describe parental guidance provided by Chinese nurses regarding non-pharmacological methods in children's surgical pain relief as well as factors related to this. Parental involvement in children's pain management has been acknowledged and encouraged in recent years. However, parents' lack of related information has been pointed out and little is known about how parents are guided to use non-pharmacological methods to relieve the pain. A previously validated European questionnaire survey was conducted in 2002. Structured questionnaires were distributed to all 187 nurses working at 12 surgical wards in five hospitals of Fujian Province, China. The average response rate was 98%. The results show that nurses informed parents of the majority of cognitive information. The most commonly guided non-pharmacological methods were distraction, positive reinforcement, comforting/reassurance, positioning and relaxation. Nurses' background factors, including age, education, nursing position, professional work experience, number of their own children and experiences of earlier hospitalizations of their children, were significantly related to their perceptions regarding parental guidance. Chinese nurses provided much guidance to parents on non-pharmacological methods. However, the results show that sensory information and physical methods were poorly conveyed to parents, which needs future attention to reinforce parents' active role in pain management. This study provides new information on Chinese nurses' guiding parents to use non-pharmacological methods in pain alleviation, thereby contributing to the body of knowledge on this subject. Furthermore, the study makes the respondents aware of the importance of involving parents in their child's pain management.

School nurses' perceptions of empowerment and autonomy.

Science.gov (United States)

DeSisto, Marie C; DeSisto, Thomas Patrick

2004-08-01

The purpose of this study was to explore Kanter's Theory of Structural Power in Organizations, using school nurses and to answer the research question of whether there is a relationship between empowerment and autonomy in school nurses. This study found a positive relationship between the nurses' perceptions of empowerment and autonomy. The school nurses surveyed perceived themselves to have a high degree of autonomy and a moderate degree of empowerment, and they reported that their access to informal power structures was higher than their access to formal power structures in their school systems. School nurses can benefit by understanding factors that can increase their empowerment in the workplace. They need to understand the organizational structure of their workplace to increase their effectiveness and job satisfaction.

Relationship between parent-infant attachment and parental satisfaction with supportive nursing care.

Science.gov (United States)

Ghadery-Sefat, Akram; Abdeyazdan, Zahra; Badiee, Zohreh; Zargham-Boroujeni, Ali

2016-01-01

Parent-infant attachment is an important factor in accepting parenting role, accelerating infant survival, and adjusting to the environment outside the uterus. Since family supportive interventions can strengthen the parent-infant caring relationship, this study sought to investigate the relationship between mother-infant attachment and satisfaction of the mothers with the supportive nursing care received in the neonatal intensive care unit (NICU). In this descriptive-correlational study, 210 mothers with premature infants who were hospitalized in the NICUs affiliated to Isfahan Medical University hospitals took part. The data were collected via Maternal Postnatal Attachment Scale and researcher's self-tailored questionnaire based on Nurse Parent Support Tool. Pearson correlation coefficient and multiple linear regressions were used to analyze the collected data. The results showed that the overall score of mother-infant attachment and the overall score of maternal satisfaction correlated with a correlation coefficient of r = 0.195. Also, the overall score of mother-infant attachment and mothers' satisfaction scores in the emotional, communicative-informative, and self-confidence domains correlated with correlation coefficients of r = 0.182, r = 0.0.189, and r = 0.0.304, respectively. The results of multiple regression analysis revealed that about 15% of changes in the dependent variable (mother-infant attachment) could be explained by different dimensions of mothers' satisfaction. The results of the study showed that mother-infant attachment improved by increasing mothers' satisfaction of supportive nursing care. Therefore, it seems necessary to increase maternal satisfaction through given nursing care support, in order to promote mother-infant attachment.

School Nurse Perspectives regarding Their Vocational Decisions

Science.gov (United States)

Smith, Shirley G.; Firmin, Michael W.

2009-01-01

This is a phenomenological, qualitative study of 25 school nurses employed in a large, urban school district in the Midwestern section of the United States. The study's participants possess histories of professional work experiences in nursing specialties other than school nursing. Thematic analysis of the data revealed three prominent factors…

Administrator Leadership Styles and Their Impact on School Nursing.

Science.gov (United States)

Davis, Charles R

2018-01-01

In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator's leadership style not only sets the tone for the day-to-day operations in the school but also impacts the school nurse functioning and program implementation. This article reviews the three most common types of leadership styles as defined by Kurt Lewin-laissez-faire, democratic, and coercive/authoritarian-and their potential impact on school nursing practice. In addition, the article provides recommendations for school nurses for successful practice with regard to supervisor leadership styles.

School Nurses' Knowledge of Autism Spectrum Disorders

Science.gov (United States)

Strunk, Julie A.

2009-01-01

The purpose of this study was to determine school nurses' working knowledge of autism spectrum disorders (ASDs). The current knowledge of school nurses was investigated by means of a mixed-method exploratory descriptive pilot study. Instrumentation included a scale that measured the knowledge of school nurses in regard to ASD, including medication…

Marginalization and School Nursing

Science.gov (United States)

Smith, Julia Ann

2004-01-01

The concept of marginalization was first analyzed by nursing researchers Hall, Stevens, and Meleis. Although nursing literature frequently refers to this concept when addressing "at risk" groups such as the homeless, gays and lesbians, and those infected with HIV/AIDS, the concept can also be applied to nursing. Analysis of current school nursing…

The Complementary Roles of the School Nurse and School Based Health Centers. Position Statement

Science.gov (United States)

Ondeck, Lynnette; Combe, Laurie; Baszler, Rita; Wright, Janet

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the unique combination of school nursing services and school-based health centers (SBHCs) facilitate positive health outcomes for students. The registered professional school nurse (hereinafter referred to as school nurse) is responsible for management of the daily health…

Concussions--The Role of the School Nurse. Position Statement

Science.gov (United States)

Diaz, Anne L.; Wyckoff, Leah J.

2012-01-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is an essential member of the team addressing concussions. As the school-based clinical professional on the team, the school nurse has the knowledge and skills to provide concussion prevention…

The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors

Science.gov (United States)

Chikoko, Vitallis

2008-03-01

This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary.

Cognition investigation of clinical basic nursing on parents of nurse students%家长对护生从事临床基础护理的认知调查

Institute of Scientific and Technical Information of China (English)

戚丽; 肖晓玲

2011-01-01

Objective To learn the cognition level of parents about clinical basic nursing of nurses students and explore the related factors. Methods 186 parents of graduate nursing students in vocational school were investigated by self-designed questionnaire about cognition condition of clinical basic nursing. Results 95.88%parents do not know "quality care demonstration project", 85. 30% parents do not know primary care services,77.65% parents do not know basic nursing could demonstrate nursing service spirit and professional value, 92. 35%parents worry about discrimination of nursing students, 91.18% parents think basic nursing complicated, trivial and hard. 94% above parents hope the children take therapeutic nursing, nor the basic nursing, especially nor the life care. Conclusions Most parents have poor cognition of "quality care demonstration project" and were biased of basic nursing job. Education should be strengthened. Cognition of importance of basic nursing should be raised in parents and family education and supporting could be fully played. Enhance professionally psychological quality of nursing students; explore incentive measurements of nursing students and stimulate nursing students to pursue nursing career and longing.%目的 了解家长对护生从事临床基础护理认知情况,探讨其影响因素及对策.方法 采用自设问卷对我校186名中职毕业护生的家长进行护生从事临床基础护理的认知情况调查.结果 95.88%的护生家长不了解"优质护理服务示范工程",85.30%的家长不了解基础护理服务项目,77.65%的家长不了解基础护理能体现护理服务精神与护理专业价值,92.35%的家长担心护生受到歧视,91.18%的家长认为基础护理繁杂、琐碎、辛苦担心护生受累;94%以上的家长更希望自己的孩子从事治疗性护理工作而非基础护理特别是生活护理.结论 �

School Nurse Perspectives of Challenges and How They Perceive Success in Their Professional Nursing Roles

Science.gov (United States)

Smith, Shirley G.; Firmin, Michael W.

2009-01-01

This is a phenomenological study of 25 school nurses employed in a large, urban school district in the midwestern section of the United States. In addition to school nursing, the participants also had professional work experience in other nursing specialties. Thematic analysis of the data focused on the challenges faced by the school nurses, their…

Reimbursement for school nursing health care services: position statement.

Science.gov (United States)

Lowe, Janet; Cagginello, Joan; Compton, Linda

2014-09-01

Children come to school with a variety of health conditions, varying from moderate health issues to multiple, severe chronic health illnesses that have a profound and direct impact on their ability to learn. The registered professional school nurse (hereinafter referred to as school nurse) provides medically necessary services in the school setting to improve health outcomes and promote academic achievement. The nursing services provided are reimbursable services in other health care settings, such as hospitals, clinics, and home care settings. The National Association of School Nurses (NASN) believes that school nursing services that are reimbursable nursing services in other health care systems should also be reimbursable services in the school setting, while maintaining the same high quality care delivery standards. Traditionally, local and state tax revenues targeted to fund education programs have paid for school nursing health services. School nurses are in a strategic position to advocate for improving clinical processes to better fit with community health care providers and to align reimbursements with proposed changes. Restructuring reimbursement programs will enable health care funding streams to assist in paying for school nursing services delivered to students in the school setting. Developing new innovative health financing opportunities will help to increase access, improve quality, and reduce costs. The goal is to promote a comprehensive and cost-effective health care delivery model that integrates schools, families, providers, and communities.

Parents' perceptions of their children's weight, eating habits, and physical activities at home and at school.

Science.gov (United States)

Jaballas, Elvira; Clark-Ott, Dorothy; Clasen, Carla; Stolfi, Adrienne; Urban, Marianne

2011-01-01

Parental perceptions of their young children's weight and habits may play an important role in determining whether children develop and maintain healthy lifestyles. This study was conducted to determine perceptions of parents of third-grade children in an urban school setting regarding their children's weight, eating habits, and physical activities. Parents anonymously completed surveys about their child's weight, eating habits, and daily activities. The survey also asked about how schools could encourage healthy eating and increased physical activity. Overall, 26% of the parents perceived their child to be overweight and expressed concern, but 40% of these parents believed that overweight is a condition that will be outgrown. Parents who reported eating more than eight meals per week with their child were less likely to report their child as overweight and more likely to believe that their child's physical activity level was appropriate. Most parents of third-grade students demonstrated concern regarding their child's weight and perceive obesity as a problem. Parents support school interventions such as nutrition education and fitness classes. Copyright © 2011 National Association of Pediatric Nurse Practitioners. Published by Mosby, Inc. All rights reserved.

Schools, Schooling, and Children's Support of Their Aging Parents.

Science.gov (United States)

Brauner-Otto, Sarah R

2009-10-01

Intergenerational transfers play an important role in individuals' lives across the life course. In this paper I pull together theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context influence children's support of their parents. By examining multiple aspects of a couple's educational context, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Using data from a rural Nepalese area I use multilevel logistic regression to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. I find that both schooling and exposure to schools itself have separate, opposite effects on support of aging parents. Higher levels of schooling for husbands was associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. Findings constitute evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms.

Recruiting middle school students into nursing: An integrative review.

Science.gov (United States)

Williams, Cheryl

2017-10-27

Middle school students interested in nursing need clarification of the nursing role. Students choose nursing as a career because they want to help others, yet they are often unaware of the need to for arduous secondary education preparation to become a nurse. Middle school students, if not properly exposed to the career during their formative years, may choose another career or not have enough time for adequate nursing school preparation. This integrative review examined seven studies from years 2007 to 2016, which utilized various recruitment strategies to increase the awareness of nursing as a career in middle school and address the need for academic rigor. Implications of the review: there is a need for collaboration between nurses and school counselors to design more robust longitudinal studies of middle school interventions for students interested in nursing as a career. © 2017 Wiley Periodicals, Inc.

The international school nurse asthma project: barriers related to asthma management in schools.

Science.gov (United States)

Svavarsdottir, Erla Kolbrun; Garwick, Ann W; Anderson, Lori S; Looman, Wendy S; Seppelt, Ann; Orlygsdottir, Brynja

2013-05-01

This article is a report of an international study of barriers to asthma care from the perspectives of school nurses in Reykjavik, Iceland and St. Paul, Minnesota, in the context of their schools, communities and countries. Globally, asthma affects the health and school performance of many adolescents. School nurses play a key role by providing care to adolescents with asthma in school settings. Understanding universal barriers to asthma management in schools is important for developing interventions that are effective in multiple societal contexts. Exploratory, descriptive study. Parallel studies were conducted from September 2008-January 2009, through six focus groups among school nurses (n = 32, in Reykjavik n = 17 and St. Paul n = 15) who were managing asthma in adolescents. Focus groups were audio-recorded and transcribed verbatim in English or Icelandic. The Icelandic transcripts were translated into English. Descriptive content analytic techniques were used to systematically identify and categorize types of barriers to asthma care. School nurses in both countries identified common barriers, such as time constraints, communication challenges and school staff barriers. The primary difference was that St. Paul school nurses identified more socio-economic and health access barriers than school nurses in Reykjavik. Greater cultural and linguistic diversity and socio-economic differences in the student population in St. Paul and lack of universal healthcare coverage in the US contributed to school nurses' need to focus more on asthma management than school nurses in Reykjavik, who were able to focus more on asthma prevention and education. © 2012 Blackwell Publishing Ltd.

School nurse perspectives on school policies for food allergy and anaphylaxis.

Science.gov (United States)

Kao, Lauren M; Wang, Julie; Kagan, Olga; Russell, Anne; Mustafa, S Shahzad; Houdek, Diane; Smith, Bridget; Gupta, Ruchi

2018-03-01

Although school health care professionals are integral to the management of students with food allergy, their views on school food allergy policies have not yet been reported. To characterize food allergy policies currently being used in schools and their utility and potential barriers to implementation from the perspective of school health care professionals. An electronic survey was disseminated to school nurses at the 2016 National Association of School Nurses meeting and through the Allergy and Asthma Network listserv. Frequencies were calculated to describe participant characteristics and responses. Unadjusted associations were examined using χ 2 tests; adjusted associations were examined using multiple logistic regression models. A total of 242 completed surveys were included in the analysis. Thirty-two percent of nurses reported an allergic reaction in their school in the past year. Most schools used a variety of policies, including anaphylaxis training for staff (96.7%), stock epinephrine availability (81.7%), designated lunch areas (62.2%), and food guidelines for classrooms (61.8%). Barriers to implementation included financial, time, and attitudinal considerations. Schools with pre-K or kindergarten students had higher odds of having designated lunch areas (adjusted odds ratio [OR], 2.1; 95% confidence interval [CI], 1.0-4.1; P schools with a full-time nurse (OR, 2.6; 95% CI, 1.1-6.3; P schools reporting at least 1 severe reaction in the past year (OR, 3.2; 95% CI, 1.2-8.5; P school nurses reporting an allergic reaction in the past year, schools use many strategies to minimize allergen exposures and increase anaphylaxis preparedness. Most school nurses favor these policies and acknowledge barriers to implementation. Copyright © 2017 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents

Science.gov (United States)

Kong, Siu-Cheung

2018-01-01

This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school-parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey…

Measuring parent perceptions of school climate.

Science.gov (United States)

Schueler, Beth E; Capotosto, Lauren; Bahena, Sofía; McIntyre, Joseph; Gehlbach, Hunter

2014-03-01

Parents' attitudes about their children's schools matter. Their views can shape their children's attitudes about school, affect their levels of family-school engagement, and influence their residential and school enrollment decisions. In this article, we describe the development of a survey scale to assess parent perceptions of the climate of their child's school. Our comprehensive scale development process incorporated feedback from academics and potential respondents from the outset of the design process to enhance scale quality. We conducted 3 studies with national samples of parents (n = 385; n = 253; n = 266) to gather evidence of scale score reliability and valid score inferences based on convergent and discriminant validity. Through confirmatory factor analysis, we identified a theoretically grounded factor structure that fit the data well but found no evidence that parental response patterns distinguish between academic and social elements of school climate. Furthermore, we found that parents of younger children, on average, had a more positive perception of the school's climate than did parents of older children. We conclude by discussing how researchers and Pre-K-12 schools and districts can use the scale to aid school improvement efforts. 2014 APA

Evidence-based research on the value of school nurses in an urban school system.

Science.gov (United States)

Baisch, Mary J; Lundeen, Sally P; Murphy, M Kathleen

2011-02-01

With the increasing acuity of student health problems, growing rates of poverty among urban families, and widening racial/ethnic health disparities in child and adolescent health indicators, the contributions of school nurses are of increasing interest to policymakers. This study was conducted to evaluate the impact of school nurses on promoting a healthy school environment and healthy, resilient learners. A mixed-methods approach was used for this study. Using a cross-sectional design, surveys captured the level of satisfaction that school staff had with the nurse in their school, as well as their perceptions of the impact of the nurse on the efficient management of student health concerns. Using a quasi-experimental design, data from electronic school records were used to compare rates of immunization and completeness of health records in schools with nurses. This study provides evidence that school nurses positively influenced immunization rates, the accuracy of student health records, and management of student health concerns. This research demonstrates that teachers and other staff consider nurse interventions vital to eliminating barriers to student learning and improving overall school health. A cost analysis revealed the estimated annual cost per school for the time staff spent managing health concerns. In an environment of scarce resources, school boards need quality evaluation data to justify hiring and retaining school nurses to support improved school health environments. © 2011, American School Health Association.

Nursing students assess nursing education.

Science.gov (United States)

Norman, Linda; Buerhaus, Peter I; Donelan, Karen; McCloskey, Barbara; Dittus, Robert

2005-01-01

This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing education, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey administered to a national sample of 496 nursing students. The students relied on financial aid and personal savings and earnings to finance their education. Parents, institutional scholarships, and government loans are also important sources, but less than 15% of the students took out bank loans. Nearly one quarter of the students, particularly younger and minority students, plan to enroll in graduate school immediately after graduation and most want to become advanced nursing practitioners. Most of the nursing students (88%) are satisfied with their nursing education and nearly all (95%) provided written answers to two open-ended questions. Comments collapsed into three major categories reflecting the rewards (helping others, status, and job security) and three categories reflecting the difficulties (problems with balancing demands, quality of nursing education, and the admissions process) of being a nursing student. Implications for public policymaking center on expanding the capacity of nursing education programs, whereas schools themselves should focus on addressing the financial needs of students, helping them strike a balance among their school, work, and personal/family responsibilities and modifying certain aspects of the curriculum.

Determinants of Parent Involvement in Romanian Schools

OpenAIRE

Diana Damean

2010-01-01

The paper is focused on exploring the factors that facilitate parent involvement in their child’s education and school life. A sample of 670 Romanian school principals from the Cross-National Survey of School Principals in South East Europe (SEE) countries 2008 was used. Two-step linear regressions were run in order to predict parent participation in school meetings, parent engagement in school activities and parent influence in school governance, as reported by school principals. The results...

School nurse experiences with prescription opioids in urban and rural schools: A cross-sectional survey.

Science.gov (United States)

Pattison-Sharp, Ella; Estrada, Robin Dawson; Elio, Alice; Prendergast, Melissa; Carpenter, Delesha M

2017-01-01

Few studies have examined the use of prescription opioids in schools. The current study aimed to: (1) describe the context within which school nurses encounter student opioid prescriptions; (2) assess school nurses' preferences for training and student education; and (3) explore urban-rural differences in school nurses' experiences and training preferences. A convenience sample of school nurses (n = 633) from North Carolina and South Carolina participated in a brief, anonymous, online survey. Qualitative data were analyzed thematically and statistical tests (t-tests and Chi-square tests) were performed to investigate urban-rural differences. Many school nurses (40.3%) had encountered a student with an opioid prescription, but only 3.6% had naloxone available in case of an overdose. Most school nurses (69.9%), especially rural school nurses, believed students would benefit from opioid education (74.9 versus 66.6%, p = 0.03). The majority of school nurses (83.9%) were interested in opioid-related training. Many school nurses encounter students with prescription opioids and would like additional opioid-related training. The potential benefits of providing naloxone access to prevent opioid-related deaths at schools should be explored.

School nurse summer institute: a model for professional development.

Science.gov (United States)

Neighbors, Marianne; Barta, Kathleen

2004-06-01

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

Parent-School Councils in Beijing, China

Science.gov (United States)

Lewis, Wayne D.; Bjork, Lars G.; Zhao, Yuru; Chi, Bin

2011-01-01

This exploratory study examines how schools in Beijing have responded to a Chinese national policy mandate to establish and maintain parent councils. We surveyed principals and parent council members across schools in the Beijing municipality about the establishment and functions of their schools' parent councils. Survey results provide insights…

Ethnic Swedish parents' experiences of minority ethnic nurses' cultural competence in Swedish paediatric care.

Science.gov (United States)

Tavallali, Azar G; Kabir, Zarina Nahar; Jirwe, Maria

2014-06-01

Sweden has a population of a little more than 9.4 million. The rapid growth of immigration in Sweden has resulted in an increased number of minority ethnic patients and minority ethnic nurses in the Swedish healthcare system. This also applies to paediatric care. The purpose of this study was to explore how parents with ethnic Swedish backgrounds experience minority ethnic nurses' cultural competence and the care the nurses provide in a Swedish paediatric care context. This exploratory qualitative study is of 14 parents with an ethnic Swedish background whose child was in a ward at a children's hospital in Stockholm County Council. Data were collected using semi-structured interviews to identify parents' perceptions and experiences of minority ethnic nurses' cultural competence. The interviews were analysed by qualitative content analysis. The analyses of the interviews led to four main categories: influence of nurses' ethnicity; significance of cross-cultural communication; cross-cultural skills; and the importance of nursing education. Nurses' ethnicity did not have much impact on parents' satisfaction with their child's care. The parents attached importance to nurses' language skills and to their adaptation and awareness of Swedish culture. They also attached weight to nurses' professional knowledge and personal attributes. The role of nursing education to increase nurses' cultural awareness was highlighted too. © 2013 Nordic College of Caring Science.

Overweight and obesity in youth in schools-the role of the school nurse: position statement.

Science.gov (United States)

2014-05-01

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as the school nurse) has the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy weight and identify overweight and obese youth who may be at risk for health problems. The school nurse can refer and follow up with students who may need to see a health care provider. The school nurse also educates and advocates for changes in school and district policies that promote a healthy lifestyle for all students.

School nursing for children with special needs: does number of schools make a difference?

Science.gov (United States)

Kruger, Barbara J; Toker, Karen H; Radjenovic, Doreen; Comeaux, Judy M; Macha, Kiran

2009-08-01

Few recent studies have focused on the role of school nurses who predominantly care for children with special health care needs (CSHCN). The primary aim of this study was to explore differences related to (a) child health conditions covered, (b) direct care procedures, (c) care management functions, and (c) consultation sources used among nurses who spent the majority of their time caring for CSHCN compared to a mixed student population and among nurses who covered a single school versus multiple schools. A community-based interdisciplinary team developed a 28-item survey which was completed by 50 nurses (48.5% response) employed by health departments and school districts. Descriptive and comparative statistics and thematic coding were used to analyze data. Nurses who covered a single school (n = 23) or who were primarily assigned to CSHCN (n = 13) had a lower number of students, and more frequently (a) encountered complex child conditions, (b) performed direct care procedures, (c) participated in Individualized Education Plan (IEP) development, (d) collaborated with the Title V-CSHCN agency, and e) communicated with physicians, compared to nurses who covered multiple schools or a general child population. Benefits centered on the children, scope of work, school environment, and family relationships. Challenges included high caseloads, school district priorities, and families who did not follow up. The number of schools that the nurses covered, percent of time caring for CSHCN, and employer type (school district or health department) affected the scope of school nurse practice. Recommendations are for lower student-to-nurse ratios, improved nursing supervision, and educational support.

Chronic Health Conditions Managed by School Nurses. Position Statement. Revised

Science.gov (United States)

Morgitan, Judith; Bushmiaer, Margo; DeSisto, Marie C.; Duff, Carolyn; Lambert, C. Patrice; Murphy, M. Kathleen; Roland, Sharon; Selser, Kendra; Wyckoff, Leah; White, Kelly

2012-01-01

It is the position of the National Association of School Nurses that students with chronic health conditions have access to a full-time registered professional school nurse (hereinafter referred to as school nurse). School districts should include school nurse positions in their full-time instructional support personnel to provide health services…

School Nurse Workload: Staffing for Safe Care. Position Statement

Science.gov (United States)

Dolatowski, Rosemary; Endsley, Patricia; Hiltz, Cynthia; Johansen, Annette; Maughan, Erin; Minchella, Lindsey; Trefry, Sharonlee

2015-01-01

It is the position of the National Association of School Nurses (NASN) that daily access to a registered professional school nurse (hereinafter referred to as a school nurse) can significantly improve students' health, safety, and abilities to learn. To meet the health and safety needs of students, families, and school communities, school nurse…

Education and Health Matters: School Nurse Interventions, Student Outcomes, and School Variables

Science.gov (United States)

Wolfe, Linda C.

2013-01-01

This paper presents findings from a quantitative, correlational study that examined selected school nursing services, student academic outcomes, and school demographics. Ex post facto data from the 2011-2012 school year of Delaware public schools were used in the research. The selected variables were school nurse interventions provided to students…

School-Sponsored Before, After and Extended School Year Programs: The Role of the School Nurse. Position Statement

Science.gov (United States)

Clark, Elizabeth; Buswell, Sue Ann; Morgitan, Judith; Compton, Linda; Westendorf, Georgene; Chau, Elizabeth

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) has the educational and clinical background to coordinate the necessary school health services to provide students with the same health, nutrition, and safety needs while attending…

Empowerment in School Nursing Practice: A Grounded Theory Approach

Science.gov (United States)

Broussard, Lisa

2007-01-01

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,…

Common Perceptions of Parents Requesting Personal Exemption from Vaccination

Science.gov (United States)

Luthy, Karlen E.; Beckstrand, Renea L.; Meyers, Carly J. H.

2013-01-01

School nurses, as vaccination advocates, need to be aware of parents' common concerns regarding vaccines, so the nurse can develop strategies to communicate with parents. The purpose of this cross sectional, descriptive study was to identify common reasons parents in Utah seek exempting rather than vaccinating their children. Data were collected…

Determinants of Parent Involvement in Romanian Schools

Directory of Open Access Journals (Sweden)

Diana Damean

2010-12-01

Full Text Available The paper is focused on exploring the factors that facilitate parent involvement in their child’s education and school life. A sample of 670 Romanian school principals from the Cross-National Survey of School Principals in South East Europe (SEE countries 2008 was used. Two-step linear regressions were run in order to predict parent participation in school meetings, parent engagement in school activities and parent influence in school governance, as reported by school principals. The results indicated that the level of parents’ organizations influence on school governance, school administration, and teaching methods is as important as the school background (size, location, budget, principal’s experience, and shares of vulnerable children.

Managing Food Allergies at School: School Nurses

Centers for Disease Control (CDC) Podcasts

2015-01-20

This podcast highlights the leadership role of school nurses in the management of food allergies in schools. It also identifies CDC food allergy resources for schools.  Created: 1/20/2015 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 1/20/2015.

The "Generacion Diez" after-school program and Latino parent involvement with schools.

Science.gov (United States)

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Polish school nurses' knowledge of the first-aid in tooth avulsion of permanent teeth.

Science.gov (United States)

Baginska, Joanna; Rodakowska, Ewa; Milewski, Robert; Wilczynska-Borawska, Magdalena; Kierklo, Anna

2016-03-09

The frequency of dental trauma in schools is secondary only to accidents at home. The aim of this study was to evaluate the knowledge of first aid in the avulsion of permanent teeth presented by Polish school nurses from different areas. A cross-sectional study with the use of a structured self-administrative questionnaire was conducted in 2014 on school nurses working in randomly selected Polish provinces. The instrument consisted of demographic questions, questions referring to nurses' experience and training in dental trauma and questions checking knowledge of first-aid in the avulsion of permanent teeth. The maximum number of points to be scored was eight. Data were analyzed with the Kruskal-Wallis, the Mann-Whitney U and Chi(2) tests with the level of statistical significance at p nurses of which 70.1 % had experience with dental injuries and 45.7 % witnessed a tooth avulsion in pupils. 10.4 % nurses participated in training courses concerning tooth avulsion and 67.1 % of them independently broadened their knowledge. The knowledge of the first-aid management of an avulsed tooth was moderate (4.72 ± 1.95 points). 78.1 % of nurses chose a correct definition of the term of 'tooth avulsion'. Only 7.3 % of them were aware that the replantation could be conducted by any witness of an accident. Saline was most often chosen as a proper transport medium for an avulsed tooth (57.9 %), whereas 16.1 % of nurses indicated milk. 13.4 % of evaluated nurses showed readiness to conduct an immediate replantation. Most respondents preferred calling child's parents and advising them to bring the child to a dentist (63.4 %). The main factor influencing nurses' level of knowledge was self-education (p schools with sports classes (p = 0.0423) were positive determinants of improved knowledge. Nurses from large agglomerations had significantly lower knowledge (p = 0.005). The main source of information for self-education was the Internet. The evaluated nurses were in need of

Predicting Parental Home and School Involvement in High School African American Adolescents

Science.gov (United States)

Hayes, DeMarquis

2011-01-01

Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

Adolescent-parent relations in Hong Kong: parenting styles, emotional autonomy, and school achievement.

Science.gov (United States)

McBride-Chang, C; Chang, L

1998-12-01

This 4-phase study of Hong Kong Chinese adolescent-parent relationships (906 adolescents and 1,091 parents) revealed the following: (a) Adolescents and their parents differ in their perceptions of parenting style. (b) Autonomy is negatively associated with parents' perceived authoritative parenting style and school achievement. (c) Neither parenting style nor measures of parents' beliefs in training their children (R. Chao, 1994) are associated with self-reports of school achievement. However, (d) parents of students from the highest (Band 1) academically oriented schools in Hong Kong rated themselves as higher in authoritativeness and lower in authoritarianism than parents of adolescents from the lowest academically oriented (Band 5) schools. Findings are discussed in relation to posited differences in adolescent-parent relationships in Western and Chinese cultures.

Collaborative learning and competence development in school health nursing

DEFF Research Database (Denmark)

Nordentoft, Helle Merete; Wistoft, Karen

2012-01-01

and the development of their competences in school health nursing. Practical implications The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way in school health nursing. Originality/value The paper investigates the connection between informal educational....... Design/methodology/approach The article is based on data from a three-year health educational development project at primary schools in Denmark. These data are a) Observations from 12 reflective workshops with school nurses b) Two questionnaire surveys c) 5 focus group interviews with 5 of the 6......Purpose The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses’ collaborative learning and competence development...

Nurses’ professionalism as a component of evaluation of parents/caregivers satisfaction with nursing care

Directory of Open Access Journals (Sweden)

Ewa Smoleń

2015-08-01

Full Text Available Background: Professionalism in nursing means the provision of medical and nursing services based on the best knowledge and skills, as well as on great responsibility for the undertaken actions. The opinions of patients and their families concerning professionalism, reflected in the level of satisfaction, contribute to the improvement of the quality of services offered. Material and Methods: The study covered 120 parents/caregivers of children hospitalized in a pediatric ward. Diagnostic survey method was applied in the research. The standardized questionnaire for evaluation of the level of parents/caregivers satisfaction with nursing care (Latour et al. adjusted to the conditions of Polish pediatric hospital services and subjected to validation was adopted as a research tool. Statistical analysis was performed using the Mann-Whitney U test and Kruskal-Wallis test. A value of p ≤ 0.05 was considered to indicate statistical significance. The respondents were selected at random. The parents/caregivers received the questionnaire the day before the child’s discharge. Results: The parents/caregivers generally evaluated the professionalism of nursing care in positive terms (4.3. They expressed higher satisfaction with respect showed by nurses for patients (4.7, while lower satisfaction with nurses introducing themselves (3.2. A high level of satisfaction was obtained with respect to the parents/caregivers’ opinions pertaining to cooperation within a therapeutic team (4.6, organization of nurses’ work (4.6, and quality of nursing care (4.6. Conclusions: Parents/caregivers expressed their satisfaction with the professionalism of nursing care. Education of respondents, frequency and reasons for hospitalization among children proved to be the variables that significantly differed the opinions of parents/caregivers concerning the selected criteria for professionalism of nursing care. No correlation was found between the duration of hospitalization

A Survey of Some Behavioral Disorders Due to Parental Corporal Punishment in School Age Children

Directory of Open Access Journals (Sweden)

fatemeh Qasemi

2008-02-01

Full Text Available Qasemi F1, Valizadeh F1, Toulabi T2, Saki M3 1. Instructor, Department of Children, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences 2. Instructor, Department of Internal Surgery, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences 3. Instructor, Department of Nursing, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences Abstract Background: Family has an important role on childrens personality and preparing them for future. Corporal punishment involves the application of some forms of physical pain in response to undesirable behavior for the purpose of correction or control of the childs behavior. Corporal punishment constitutes a human-rights violation and has physical and mental health consequences for children. Materials and methods: This survey was conducted to detect and compare some behavioral disorders due to parental corporal punishment in school age children. This case-control trial deals with 240, primary school children aged 7-12 years old. These subjects were selected through cluster randomized sampling in Korramabad and divided into two (case and control groups. Instruments for measuring data consisted of three components: 1 a questionnaire on demographic information, 2 a questionnaire on corporal punishment and, 3 a rating scale about behavioral disorder such as verbal and behavioral aggression, withdrawal, and cooperation in school. Data were analyzed by SPSS ver11. Results: Results indicated that in 92.6% of cases the corporal punishment method was slapping. Significant differences were found between the two groups in terms of mothers educational level (p=0.001, mothers job (p=0.004, mothers child-birth number (p=0.024, verbal aggression (p=0.001, behavioral aggression (p=0.001, withdrawal (p=0.05, and cooperation (p=0.001. Conclusion: Results indicated that housekeeper mothers and mothers with low educational level use more corporal punishment and behavioral

Children living with a mentally ill parent: the role of public health nurses.

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Mahoney, Laurie

2010-08-01

Public Health Nurses work with children under 18 years in schools and the community. Increasingly children are living with a parent suffering from a mental illness. Consequently Public Health Nurses are encountering more mental illness as part of their practice. The research reported in this article aimed to identify the Public Health Nurse's role with regard to children in these circumstances. A qualitative research design was used with eight Public Health Nurses working in rural and urban settings. Participants engaged in a focus group from which data were gathered and analysed thematically using axial coding. To evaluate the identified themes six of the participants went on to take part in a further focus group. The three key themes identified were Advocacy, Assessment, and Relational Knowing and Clinical Practice. It emerged that the role of Public Health Nurses working with such families involved advocating for the child, using a range of assessment skills to gather relevant information and make referrals, with all informed by expert knowledge and clinical experience. Findings indicate the need for more acknowledgement of the frequency with which Public Health Nurses are encountering problems associated with mental illness; and hence the need for provision of appropriate education and support that will enable them to effectively advocate for children's safety and wellbeing.

Emergency Preparedness and Response in the School Setting--The Role of the School Nurse. Position Statement

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Tuck, Christine M.; Haynie, Kathey; Davis, Catherine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides leadership in all phases of emergency preparedness and response. School nurses are a vital part of the school team responsible for developing emergency response procedures for the…

Parental Schooling and Child Development: Learning from Twin Parents

DEFF Research Database (Denmark)

Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

. By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers' schooling has a positive causal effect on child schooling but mothers' does not. However, this is reversed for parents born after 1945, when mothers' schooling has...

The Principal and Nurse Perspective on Gaps in Asthma Care and Barriers to Physical Activity in New York City Schools: A Qualitative Study.

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Cain, Agnieszka; Reznik, Marina

2017-10-01

School officials and nurses play an important role in facilitating asthma management in schools. Little is known about their perspectives on in-school asthma management and barriers to physical activity (PA) at school. The goal of this study is to explore school officials' and nurses' perspectives on asthma care and barriers to PA in children with asthma attending New York City schools. We conducted qualitative, semistructured interviews with 10 principals, 3 assistant principals, and 9 nurses in 10 Bronx, New York elementary schools. Sampling continued until thematic saturation was reached. Interviews were recorded, transcribed, and coded for common themes. The thematic and content review was subsequently used to analyze interview data. Emerging themes were discussed and agreed on by both investigators. Three main categories arose from the analysis: (1) procedures and policies around asthma management in school, (2) barriers to effective medication administration in school, and (3) barriers to PA in children with asthma. Participants identified gaps to in-school asthma management and barriers to PA participation: ineffective ways of identifying students with asthma; lack of written procedures for asthma management; difficulty in meeting the administrative requirements to administer asthma medication; lack of knowledge and training on asthma management for the parents, students, and school staff; parental limitation of children's PA; and schools not meeting the state physical education requirement. Our findings suggest the need for policy reform on asthma management and PA in urban schools and should be considered in the design of future interventions.

The Role of School Nursing in Telehealth. Position Statement

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Haynie, Kathey M.; Mauter, Elaine; Lindahl, Brenda; Simons-Major, Keisha; Meadows, Lynne; Maughan, Erin D.

2017-01-01

It is the position of the National Association of School Nurses (NASN) that utilization of telehealth technology may be a valuable tool to assist registered professional school nurses (herein referred to as a school nurse) to provide school health services. The health of many students is impacted by lack of access to primary care and specialty…

Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children: Development of the CALM Intervention.

Science.gov (United States)

Drake, Kelly L; Stewart, Catherine E; Muggeo, Michela A; Ginsburg, Golda S

2015-08-01

Excessive anxiety is among the most common psychiatric problems facing youth. Because anxious youth tend to have somatic complaints, many seek help from the school nurse. Thus, school nurses are in an ideal position to provide early intervention. This study addresses this problem and describes the plans to develop and test a new intervention (Child Anxiety Learning Modules; CALM), delivered by school nurses, to reduce child anxiety and improve academic functioning. An iterative development process including consultation with an expert panel, two open trials, and a pilot randomized controlled study comparing CALM to usual care is proposed. Feedback will be solicited from all participants during each phase and data on outcome measures will be provided by children, parents, teachers, and independent evaluators. Data will be collected on intervention satisfaction and feasibility. Primary outcomes that include child anxiety symptoms, classroom behavior, and school performance (e.g., attendance, grades, standardized test scores) will be collected at pre- and post-interventions and at a 3-month follow-up evaluation. Pediatric anxiety is a common problem that school nurses frequently encounter. Consequently, they are well positioned to play a key role in enhancing access to behavioral health interventions to reduce anxiety and may therefore make a significant positive public health impact. © 2015 Wiley Periodicals, Inc.

A Healthy School Start Plus for prevention of childhood overweight and obesity in disadvantaged areas through parental support in the school setting - study protocol for a parallel group cluster randomised trial.

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Elinder, Liselotte Schäfer; Patterson, Emma; Nyberg, Gisela; Norman, Åsa

2018-04-06

Systematic reviews conclude that interventions to prevent overweight and obesity in children obtain stronger effects when parents are involved. Parenting practices and parent-child interactions shape children's health-related behaviours. The Healthy School Start Plus intervention aims to promote healthy dietary habits and physical activity and prevent obesity in children through parental support in disadvantaged areas with increased health needs, delivered by teachers and school nurses. This protocol describes the design, outcome and process evaluation of the study. Effectiveness of the intervention is compared to standard care within school health services. The 6-month programme, based on Social Cognitive Theory, consists of four components: 1) Health information to parents regarding the child; 2) Motivational Interviewing with the parents by the school nurse concerning the child; 3) classroom activities for the children by teachers; and 4) a web-based self-test of type-2 diabetes risk by parents. Effects will be studied in a cluster randomised trial including 17 schools and 352 six-year old children. The primary outcome is dietary intake of indicator foods, and secondary outcomes are physical activity, sedentary behaviour and BMI. Outcomes will be measured at baseline, at 6 months directly after the intervention, and at follow-up 18 months post baseline. Statistical analysis will be by mixed-effect regression analysis according to intention to treat and per protocol. Mediation analysis will be performed with parental self-efficacy and parenting practices. Quantitative and qualitative methods will be used to study implementation in terms of dose, fidelity, feasibility and acceptability. The hypothesis is that the programme will be more effective than standard care and feasible to perform in the school context. The programme is in line with the cumulated evidence regarding the prevention of childhood obesity: That schools should be a focal point of prevention

School nurse perceptions and knowledge of pediatric toileting.

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Arlen, Angela M; Boyt, Margaret A; Cooper, Christopher S

2012-04-01

We surveyed school nurses on toileting conditions in schools, their level of understanding related to normal toileting patterns in school-age children, and whether they are in need of additional resources to promote healthy toilet habits for their students. An Institutional Review Board approved web-based survey with 34 questions was employed; 562 nurses completed the survey and 97% were currently employed as school nurses. Participants were invited via email blasts through national school nursing associations and the Iowa Department of Education. Only 48% and 33% of respondents suspected an underlying health problem in children with frequent urination and bladder or bowel accidents, respectively. Despite 61% reporting never receiving information about children's normal elimination patterns, 43% had been asked to provide such information to teachers. Only 42% felt they had adequate resources to respond to such requests. School nurses requested information about treatment of dysfunctional elimination (67%), health effects of childhood toileting habits (65%), fluid intake guidelines (44%) and improvement of bathroom facilities (39%); 70% were unaware of local providers specially trained to treat children with these problems. Our survey results suggest that school nurses need additional information and resources in order to promote healthy elimination patterns in school children. Copyright © 2011 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

School nurses’ attitudes towards and experiences of the Swedish school-based HPV vaccination programme – A repeated cross sectional study

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Larsson, Margareta; Tydén, Tanja; Stenhammar, Christina

2017-01-01

The aim was to investigate school nurses’ attitudes towards, and experiences of vaccination against human papillomavirus (HPV), and compare the results with a similar study three years earlier. School nurses (n = 736) from all counties in Sweden completed a questionnaire in spring 2016, four years after the implementation of the national HPV vaccination programme, and three years after the previous survey. Overall, the school nurses had more favourable attitudes towards the HPV vaccination programme compared to the study in 2013 (p = 0.015). More than half of the nurses (n = 415, 56%) strongly agreed that boys should also be offered the vaccine (pHPV in order to inform and to answer questions about the vaccine from the girls or from the parents. More than half of the nurses (n = 409, 56%) reported that they needed more education about HPV. Almost all nurses (n = 659, 90%) had been contacted by parents with questions about the vaccine, and most questions were related to vaccine safety. School nurses have a more favourable attitude towards the vaccination programme against HPV compared to three years earlier, although almost all nurses had been contacted by parents with diverse questions and concerns. The nurses believed that they needed more education about HPV. Thus, it is essential to provide ongoing education and training for school nurses who are key healthcare professionals for providing information about HPV and HPV vaccination to parents and to pupils. PMID:28419156

Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement, and encouragement to succeed.

Science.gov (United States)

Steinberg, L; Lamborn, S D; Dornbusch, S M; Darling, N

1992-10-01

This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.

Parental Schooling and Child Development

DEFF Research Database (Denmark)

Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

. By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers’ schooling has a positive causal effect on child schooling but mothers’ does not. However, this is reversed for parents born after 1945, when mothers’ schooling has...

Parents' Perspectives of School Mental Health Promotion Initiatives Are Related to Parents' Self-Assessed Parenting Capabilities

Science.gov (United States)

Askell-Williams, Helen

2016-01-01

Achieving broad-scale parent engagement with school initiatives has proven elusive. This article reports survey data from 287 Maltese parents about their perceptions of the quality of their child's school's initiatives for promoting students' wellbeing and mental health. Findings indicate that, on average, parents rated school initiatives highly.…

"As a Parent You Become a Tiger": Parents Talking about Bullying at School.

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Hale, Rebecca; Fox, Claire L; Murray, Michael

2017-01-01

Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent's perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts identified two main themes: 'perceived institutional factors' and 'being a good parent'. It was found that parents viewed their principal role as protecting their child; they referred to this as an instinct and fundamental to them being a good parent. However, during their attempts to help their child, many parents talked about difficulties working with schools and this triggered frustration and distrust towards teachers. The findings highlight the importance of communication between parents and teachers and ensuring that parents are kept informed of progress when teachers are trying to address the problem. Additionally, the findings indicate that parents may hold different views to teachers about their role in school bullying situations. This would suggest that parents looking at the situation from the teacher's perspective, and vice versa, could help to build better parent-teacher relationships when tackling school bullying.

Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes.

Science.gov (United States)

Nichols, Emily B; Loper, Ann B; Meyer, J Patrick

2016-06-01

The United States has the highest incarceration rate in the world, and as a result, one of the largest populations of incarcerated parents. Growing evidence suggests that the incarceration of a parent may be associated with a number of risk factors in adolescence, including school drop out. Taking a developmental ecological approach, this study used multilevel modeling to examine the association of parental incarceration on truancy, academic achievement, and lifetime educational attainment using the National Longitudinal Survey of Adolescent Health (48.3 % female; 46 % minority status). Individual characteristics, such as school and family connectedness, and school characteristics, such as school size and mental health services, were examined to determine whether they significantly reduced the risk associated with parental incarceration. Our results revealed small but significant risks associated with parental incarceration for all outcomes, above and beyond individual and school level characteristics. Family and school connectedness were identified as potential compensatory factors, regardless of parental incarceration history, for academic achievement and truancy. School connectedness did not reduce the risk associated with parental incarceration when examining highest level of education. This study describes the school related risks associated with parental incarceration, while revealing potential areas for school-based prevention and intervention for adolescents.

Parents and School

NARCIS (Netherlands)

Ria Vogels

2002-01-01

Original title: Ouders bij de les. The government is increasingly withdrawing from playing a foreground role in primary and secondary education, transferring competences to local authorities, school boards and school management. Parents are also assigned a role in this process, based on

Development of an International School Nurse Asthma Care Coordination Model.

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Garwick, Ann W; Svavarsdóttir, Erla Kolbrun; Seppelt, Ann M; Looman, Wendy S; Anderson, Lori S; Örlygsdóttir, Brynja

2015-03-01

To identify and compare how school nurses in Reykjavik, Iceland and St. Paul, Minnesota coordinated care for youth with asthma (ages 10-18) and to develop an asthma school nurse care coordination model. Little is known about how school nurses coordinate care for youth with asthma in different countries. A qualitative descriptive study design using focus group data. Six focus groups with 32 school nurses were conducted in Reykjavik (n = 17) and St. Paul (n = 15) using the same protocol between September 2008 and January 2009. Descriptive content analytic and constant comparison strategies were used to categorize and compare how school nurses coordinated care, which resulted in the development of an International School Nurse Asthma Care Coordination Model. Participants in both countries spontaneously described a similar asthma care coordination process that involved information gathering, assessing risk for asthma episodes, prioritizing healthcare needs and anticipating and planning for student needs at the individual and school levels. This process informed how they individualized symptom management, case management and/or asthma education. School nurses played a pivotal part in collaborating with families, school and healthcare professionals to ensure quality care for youth with asthma. Results indicate a high level of complexity in school nurses' approaches to asthma care coordination that were responsive to the diverse and changing needs of students in school settings. The conceptual model derived provides a framework for investigators to use in examining the asthma care coordination process of school nurses in other geographic locations. © 2014 John Wiley & Sons Ltd.

Social media for school nurses: promoting school health in the 21st century.

Science.gov (United States)

Wysocki, Regina

2015-05-01

People across the globe use social media to connect with one another, stay in touch with friends and family, and exchange information. Health care has embraced social media, and nursing organizations such as the American Nurses Association (ANA) and NASN have a presence in the social media landscape. The students in our schools today are digital natives who grew up with and are at home in the world of technology. With so many options in the digital world, the question is how can school nurses harness this technology to connect with their students and families? More importantly, how can school nurses use social media in a professional and responsible manner and help to enhance the profession of school nursing overall? This article will outline the planning and implementation of an ongoing social media campaign on wellness and healthy behaviors by one Texas suburban school district. © 2015 The Author(s).

Emergency Preparedness--The Role of the School Nurse. Position Statement

Science.gov (United States)

Cagginello, Joan B.; Clark, Sandra; Compton, Linda; Davis, Catherine; Healy, Marilyn; Hoffmann, Susan; Tuck, Christine M.

2011-01-01

It is the position of the National Association of School Nurses (NASN) that school nurses provide leadership in all phases of emergency preparedness and management and are a vital part of the school team that develops emergency response procedures for the school setting, using an all-hazards approach. The school nurse is a vital school…

Chronic Student Absenteeism: The Critical Role of School Nurses.

Science.gov (United States)

Jacobsen, Kathleen; Meeder, Linda; Voskuil, Vicki R

2016-05-01

Routine school attendance is necessary for youth to develop into well-educated, successful adult citizens who will make significant contributions to society. Yet over 5 million students in the United States are chronically absent missing more than 10% of school in a year. The growing problem of chronic absenteeism among youth can be linked to increases in chronic health conditions in childhood such as allergies, asthma, diabetes, and obesity. School nurses are in an ideal position to play a vital role in reducing chronic student absenteeism, enabling youth to achieve their maximum learning potential. However, the role of the school nurse has not historically been recognized as a key factor for assisting youth to be present and regularly engaged in school. This feature article highlights a hospital-funded school nurse program within the state of Michigan that has reduced chronic absenteeism rates by placing school nurses into schools where previously there were none. The program implemented a number of initiatives that were instrumental in increasing the health and safety of students and provides a unique "before and after" glimpse of how school nursing reduces chronic student absenteeism rates and validates the essential role of the nurse within the educational system. © 2016 The Author(s).

Whole School, Whole Community, Whole Child: Implications for 21st Century School Nurses. Position Statement

Science.gov (United States)

Neumann, Linda; Combe, Laurie; Lambert, Patrice; Bartholomew, Kim; Morgan, Susan; Bobo, Nichole

2017-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) be knowledgeable about and participate in the implementation of Whole School, Whole Community, Whole Child (WSCC) approach in the educational setting (ASCD & Centers for Disease Control…

Identifying barriers to chronic disease reporting in Chicago Public Schools: a mixed-methods approach.

Science.gov (United States)

Rivkina, Victoria; Tapke, David E; Cardenas, Lilliana D; Harvey-Gintoft, Blair; Whyte, Stephanie A; Gupta, Ruchi S

2014-12-06

Chronic disease among school-aged children is a public health concern, particularly for asthma and food allergy. In Chicago Public Schools (CPS), rates of asthma and food allergy among students are underreported. The aim of this study was to determine the barriers to chronic disease reporting as experienced by CPS parents and school nurses. A mixed-methods approach included focus groups and key informant interviews with parents and school nurses, and a cross-sectional survey was completed by parents. Qualitative data analysis was performed and survey data were analyzed to determine the significant demographic and knowledge variables associated with successfully completing the reporting process. The three main barriers identified were 1) a lack of parental process knowledge; 2) limited communication from schools; and 3) insufficient availability of school nurses. Parents were significantly more likely to successfully complete the reporting process if they knew about special accommodations for chronic diseases, understood the need for physician verification, and/or knew the school nurse. These findings suggest that increasing parental knowledge of the reporting process will allow schools to better identify and manage their students' chronic conditions. A parent-focused intervention informed by these results has been completed.

Managing parental groups: personal impact of a group leadership course for child healthcare nurses.

Science.gov (United States)

Lefèvre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

2017-02-01

To investigate the experience and personal impact of a group leadership course for child healthcare nurses. During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership. The study was designed as a controlled study with a pretest/post-test design where the participants form their own control group. A group leadership course was given to 56 child healthcare nurses and evaluated in a pre- and postintervention questionnaire, a course evaluation and an interview with the course leaders. The child healthcare nurses felt their group leadership skills were strengthened and the majority (96%) felt that the course had changed their way of leading parental groups. They felt that the group leader role had been clarified and that they had obtained several new tools to use in their groups. Clarifying the role of group leader and adding knowledge about group leadership and dynamics seems to have increased the self-confidence for child healthcare nurses in group leadership. Improved confidence in group management might motivate the child healthcare nurses to further develop parental groups to attract the parents who currently choose not to participate. © 2016 John Wiley & Sons Ltd.

School climate: perceptual differences between students, parents, and school staff

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Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.

2016-01-01

Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

Using Principles of Quality and Safety Education for Nurses in School Nurse Continuing Education

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Rosenblum, Ruth K.; Sprague-McRae, Julie

2014-01-01

School nurses require ongoing continuing education in a number of areas. The Quality and Safety Education for Nurses (QSEN) framework can be utilized in considering school nurses' roles and developing continuing education. Focusing on neurology continuing education, the QSEN framework is illustrated with the example of concussion management…

The neonatal nurses' view of their role in emotional support of parents and its complexities.

Science.gov (United States)

Turner, Melanie; Chur-Hansen, Anna; Winefield, Helen

2014-11-01

To explore the nurses' views of their role both in the neonatal intensive care unit and in the provision of interacting with, and emotionally supporting, families. The neonatal intensive care nurse has a large and complex clinical role and also a role of emotional supporter for parents in the neonatal intensive care unit. Identifying components of their role and recognising the elements within the nursery that obstruct or encourage this role can allow for modification of nurse education and peer support. Qualitative study based on semistructured interviews. Nine neonatal nurses from a single neonatal intensive care unit were interviewed and the data analysed thematically using NVIVO version 10. Participants viewed their role as an enjoyable yet difficult one, requiring seniority, training and experience. They provided support to parents by communicating, listening, providing individualised support and by encouraging parental involvement with their baby. Constructive elements that contributed to the provision of support included a positive neonatal intensive care unit environment and providing a parent support group. More obstructive elements were a lack of physical neonatal intensive care unit space, little time available for nurse-to-parent conversation and language and cultural barriers between nurses and parents. The role of the neonatal nurse in providing emotional support is complex and requires a high level of ongoing support and education for staff, and minimisation of physical and staff-related obstructions. The modern neonatal intensive care unit offers complex medical and nursing services and with this care comes higher needs from both babies and their parents. Neonatal intensive care unit nurses should be supported in their roles by having peer support available in the neonatal intensive care unit and education and training in emotional support and counselling skills. The nursing staff also require a comfortable and practical physical working space in

Child Maltreatment: Optimizing Recognition and Reporting by School Nurses.

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Jordan, Kathleen S; MacKay, Peggy; Woods, Stephanie J

2017-05-01

School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues. The study consisted of two phases. Phase 1 was a face-to-face evidenced-based educational intervention. Focus groups implemented in Phase 2 discovered specific concerns of school nurses. Results indicate a significant increase in school nurse knowledge, confidence, and self-efficacy related to children at risk. Five themes were identified from the focus groups: the importance of interprofessional collaboration, identifiers of children at risk of maltreatment, the role of the school nurse as a mentor and leader, the importance of advancing one's knowledge and skill set, and constraints faced by school nurses.

Parenting practices and school dropout: a longitudinal study.

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Blondal, Kristjana S; Adalbjarnardottir, Sigrun

2009-01-01

Adolescents' perceptions of parenting style and parental involvement in their education were examined longitudinally and related to school dropout among Icelandic youth (N = 427). Results indicated that adolescents who, at age 14, characterized their parents as authoritative (showing acceptance and supervision) were more likely to have completed upper secondary school by age 22 than adolescents from non-authoritative families, controlling for adolescents' gender, socioeconomic status (SES), temperament, and parental involvement. Parenting style seems to more strongly predict school dropout than parental involvement. Further, parenting style may moderate the relationship between parental involvement and dropout, but not in all groups; only in authoritative families does parental involvement decrease the likelihood of school dropout. Furthermore, even after controlling for previous academic achievement, adolescents from authoritative families were less likely to drop out than adolescents from authoritarian and neglectful families. These findings emphasize the importance of encouraging quality parent-child relationships in order to reduce the likelihood of school dropout.

School Nurse-Delivered Adolescent Relationship Abuse Prevention

Science.gov (United States)

Raible, Claire A.; Dick, Rebecca; Gilkerson, Fern; Mattern, Cheryl S.; James, Lisa; Miller, Elizabeth

2017-01-01

Background: Project Connect is a national program to build partnerships among public health agencies and domestic violence services to improve the health care sector response to partner and sexual violence. Pennsylvania piloted the first school nurse-delivered adolescent relationship abuse intervention in the certified school nurses' office…

Managing atopic eczema in childhood: the health visitor and school nurse role.

Science.gov (United States)

Robinson, Jean

2008-06-01

Atopic eczema affects up to 20% of children in the UK. It is a disease of varying severity, and health visitors and school nurses have a vital role in educating and supporting children and their parents and carers in its management. Diagnosis and assessment needs to consider atopic eczema severity, effect on quality of life and contributing trigger factors. Treatment should be tailored to the individual child and should include education on emollient therapy, the use of topical corticosteroids and other measures. A case study is included to highlight practical issues and the support of the child and family in coping with atopic eczema at home and in school.

Development of an International School Nurse Asthma Care Coordination Model

Science.gov (United States)

Garwick, Ann W.; Svavarsdóttir, Erla Kolbrun; Seppelt, Ann M.; Looman, Wendy S.; Anderson, Lori S.; Örlygsdóttir, Brynja

2015-01-01

Aim To identify and compare how school nurses in Reykjavik, Iceland and St. Paul, Minnesota coordinated care for youth with asthma (ages 10–18) and to develop an asthma school nurse care coordination model. Background Little is known about how school nurses coordinate care for youth with asthma in different countries. Design A qualitative descriptive study design using focus group data. Methods Six focus groups with 32 school nurses were conducted in Reykjavik (n=17) and St. Paul (n=15) using the same protocol between September 2008 – January 2009. Descriptive content analytic and constant comparison strategies were used to categorize and compare how school nurses coordinated care, which resulted in the development of an International School Nurse Asthma Care Coordination Model. Findings Participants in both countries spontaneously described a similar asthma care coordination process that involved information gathering, assessing risk for asthma episodes, prioritizing health care needs and anticipating and planning for student needs at the individual and school levels. This process informed how they individualized symptom management, case management and/or asthma education. School nurses played a pivotal part in collaborating with families, school and health care professionals to ensure quality care for youth with asthma. Conclusions Results indicate a high level of complexity in school nurses’ approaches to asthma care coordination that were responsive to the diverse and changing needs of students in school settings. The conceptual model derived provides a framework for investigators to use in examining the asthma care coordination process of school nurses in other geographic locations. PMID:25223389

US school/academic institution disaster and pandemic preparedness and seasonal influenza vaccination among school nurses.

Science.gov (United States)

Rebmann, Terri; Elliott, Michael B; Reddick, Dave; D Swick, Zachary

2012-09-01

School pandemic preparedness is essential, but has not been evaluated. An online survey was sent to school nurses (from state school nurse associations and/or state departments of education) between May and July 2011. Overall school pandemic preparedness scores were calculated by assigning 1 point for each item in the school's pandemic plan; the maximum score was 11. Linear regression was used to describe factors associated with higher school pandemic preparedness scores. Nurse influenza vaccine uptake was assessed as well. A total of 1,997 nurses from 26 states completed the survey. Almost three-quarters (73.7%; n = 1,472) reported receiving the seasonal influenza vaccine during the 2010-11 season. Very few (2.2%; n = 43) reported that their school/district had a mandatory influenza vaccination policy. Pandemic preparedness scores ranged from 0 to 10 points, with an average score of 4.3. Determinants of school pandemic preparedness were as follows: planning to be a point of dispensing during a future pandemic (P nurse complete the survey (P school nurse study participant be a member of the school disaster planning committee (P schools must continue to address gaps in pandemic planning. Copyright © 2012 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

Beyond the physical examination: the nurse practitioner's role in adolescent risk reduction and resiliency building in a school-based health center.

Science.gov (United States)

Davis, Teresa K

2005-12-01

School-based health centers in high schools provide a unique setting in which to deliver risk-reduction and resilience-building services to adolescents. The traditional health care system operating in the United States focuses on the treatment of illness and disease rather than on preventing problems originating from health risk behaviors. Nurse practitioners can promote healthy behavior in adolescents through linkages to parents, schools, and community organizations; by conducting individual risk assessments; and by providing health education and access to creative health programs that build resilience and promote protective factors. With a focus on wellness, nurse practitioners as advanced practice nurses and specialists in disease prevention and health promotion can establish students' health priorities in the context of the primary health care they deliver on a daily basis.

Understanding Qualitative Research: A School Nurse Perspective

Science.gov (United States)

Broussard, Lisa

2006-01-01

More school nurses are engaging in the generation of research, and their studies increasingly are using qualitative methods to describe various areas of practice. This article provides an overview of 4 major qualitative methods: ethnography, phenomenology, grounded theory, and historical research. Examples of school nursing research studies that…

Overweight and Obesity in Youth in Schools--The Role of the School Nurse. Position Statement. Revised

Science.gov (United States)

Mehrley, Melissa; Leibold, Nancyruth

2011-01-01

It is the position of the National Association of School Nurses that school nurses have the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy…

Patients of the future: a survey of school nurse competencies with implications for nurse executives in the acute care settings.

Science.gov (United States)

Newell, Mary E

2013-01-01

School nursing in the United States has been in existence for many decades but has become increasingly more complex, as student health needs have escalated and the role itself has expanded in scope of practice. Given the changes in health care delivery mandated by the Patient Safety and Affordable Care Reform Act, and the increasing complexity of school nursing practice, it is important to determine whether nurses who enter this area of practice are educationally prepared to do so. The objective of this study was to determine the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and whether they felt adequately prepared to effectively practice as a school nurse. The survey The Perceptions of School Nurses' Educational Preparation: Survey of Washington State School Nurses was sent to school nurses in Washington State. This was a descriptive, quantitative online survey that asked school nurses to assess their initial nursing education and whether their baccalaureate preparation adequately prepared them for this specialty role. There are a total of 17 school nurse standards, and 8 of the standards (47%) were identified as minimally achieved upon graduation. In addition, school nurses self-assessed gaps in their ongoing continuing educational needs, such as needing additional education regarding special education laws (81%), 504 accommodations (90.5%), diabetic care (76%), and delegation skills (68.6%). The findings from this study have illustrated the need for additional didactic and clinical practicum components that could be incorporated into baccalaureate nursing programs to better prepare graduates for school nursing practice in Washington State. Participants were able to identify areas in need of further education within their baccalaureate program, and also during their orientation to the role and responsibilities of a school nurse. Nurse executives must be able to use this knowledge to support staff nurses with an

A School for Parents: An Innovation in an Elementary School.

Science.gov (United States)

Nash, Edna M.

1979-01-01

This paper describes the preparation, planning, and operation of a parent education project in an elementary school in British Columbia, based on Adlerian theory and practice. Reported benefits to the school and families support the appropriateness of school-based parent education, and the need for trained counselors to facilitate it. (Author)

School Nurse Intention to Pursue Higher Education

Science.gov (United States)

Broussard, Lisa; White, Debra

2014-01-01

In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's…

How hospitalized children and parents perceive nurses and hospital amenities: A qualitative descriptive study in Poland.

Science.gov (United States)

Marcinowicz, Ludmiła; Abramowicz, Paweł; Zarzycka, Danuta; Abramowicz, Magdalena; Konstantynowicz, Jerzy

2016-03-01

A qualitative descriptive design using an interview guide approach was adopted to investigate the patient-nurse relationship and paediatric ward amenities from the perspective of parents and hospitalised children in Poland. The study included 26 parents or caregivers of hospitalised children (between 13 months and 15 years old) and 22 children (from 10 to 16 years old). Qualitative content analysis was used to analyse the recorded verbal data. Data from patients' transcripts were coded and classified in terms of topics on the patient-nurse relationship and hospital care. We identified five main topics. 1. Nurse qualities; 2. Nurse verbal behaviour; 3. Nurse tone of voice and non-verbal behaviour; 4. Hospital amenities; 5. Parents' expectations towards nurses. Our study contributes to increased understanding of parents' and children's experiences of paediatric hospital care. © The Author(s) 2014.

Parental Divorce and Children's Schooling in Rural Malawi.

Science.gov (United States)

Chae, Sophia

2016-12-01

A growing body of literature has examined the impact of different types of family structures on children's schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children's schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children's schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children's schooling.

Inpatient Nursing and Parental Comfort in Managing Pediatric Tracheostomy Care and Emergencies.

Science.gov (United States)

Pritchett, Cedric V; Foster Rietz, Melissa; Ray, Amrita; Brenner, Michael J; Brown, David

2016-02-01

Tracheostomy is a critical and often life-saving intervention, but associated risks are not negligible. The vulnerability of the pediatric population underlies the importance of caregiver comfort and competence in tracheostomy care. To assess inpatient nursing staff and parental perspectives in managing tracheostomy care. Cross-sectional analysis of survey data from (1) a volunteer sample of inpatient nurses in a tertiary care, freestanding pediatric hospital in the Midwest, assigned to clinical wards that provide care for children with tracheostomy tubes and (2) a consecutive sample of families whose child underwent tracheostomy tube placement at the same institution between March 1 and December 31, 2013. Nurse and parental comfort in managing acute and established tracheostomy tubes. Nursing data were analyzed with attention to years' experience and primary unit of practice. Respondents included 129 of 820 nurses (16% response rate) and family members of 19 of 38 children (50% response rate). When queried about changing established tracheostomies, 59 of 128 nurses (46%) reported being "totally comfortable," including 46 of 82 intensive care unit (ICU) nurses (56%) vs 13 of 46 floor nurses (28%) (P = .002) and 48 of 80 nurses with at least 5 years' experience (60%) vs 12 of 49 less experienced nurses (24%) (P tracheostomy, 61 nurses (47%) described being completely uncomfortable, including 27 of 83 ICU nurses (33%) vs 34 of 46 floor nurses (73%) (P = .006), and 33 of 80 nurses with at least 5 years' experience (41% ) vs 28 of 49 less experienced nurses (57%) (P = .03). Most families felt prepared for discharge (16 of 17 [94%]) and found the health care team accessible (16 of 17 [94%]), although only 5 of 18 families (28%) indicated that tracheostomy teaching was consistent. Nurses' comfort with tracheostomy was higher among nurses with at least 5 years' experience and primary ICU location. Whereas parental comfort with tracheostomy care was high

Can We Teach Parenting in Our Schools?

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Noddings, Nel

2014-01-01

The quality of parenting is a crucial factor in children's school success, and yet the schools teach almost nothing about parenting. This essay suggests ways in which we can teach about parenting without risking indoctrination or adding special courses.

High School Students' Self-Reported Use of School Clinics and Nurses

Science.gov (United States)

Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

2016-01-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

Nurses' response to parents' 'speaking-up' efforts to ensure their hospitalized child's safety: an attribution theory perspective.

Science.gov (United States)

Bsharat, Sondos; Drach-Zahavy, Anat

2017-09-01

To understand how attribution processes (control and stability), which the nurse attributes to parental involvement in maintaining child safety, determine the nurse's response to a safety alert. Participation of parents in maintaining their child's safety is shown to reduce the incidence of and risk of clinical errors. Unless nurses respond appropriately to parents' safety alerts, this potential source of support could diminish. A 2 (controllability: high vs. low) × 2 (consistency: high vs. low) factorial design. Data were collected during the period 2013-2014 in paediatric wards. Four variants of scenarios were created corresponding to the different combinations of these variables. A total of 126 nurses read a scenario and completed self-report questionnaires measuring their response to the parent's safety alert. Additional data were collected about the manipulation check, safety norms in the ward and demographic variables. Data were analysed using analysis of variance. Results showed a main effect of stability and a significant two-way interaction effect of stability and controllability, on a nurse's tendency to help the parent and fix the safety problem. Furthermore, safety norms were significantly related to nurses' response. These findings contribute to the understanding of antecedents that affect nurses' responses to parents' speaking-up initiatives: whether nurses will reject or heed the alert. Theoretical and practical implications for promoting parents' engagement in their safety are discussed. © 2017 John Wiley & Sons Ltd.

[Nursing care of a school-age child with asthma: an ecological system theory approach].

Science.gov (United States)

Tzeng, Yu-Fen; Gau, Bih-Shya

2012-02-01

This research applied the Ecological System Theory of Dr. Bronfenbrenner (1979) to evaluate and analyze the impact of a school-age asthmatic child's ecological environment on the child's development. This project ran from March 16th to April 16th, 2010. A full range of data was collected during clinical care, outpatient follow-up services, telephone interviews, home visits, and school visits and then identified and analyzed. Results indicated that the family, household environment, campus, teachers, classmates, physical education program, and medical staffs comprised the most immediate microsystem and that parents, school nurses, teachers, and classmates formed the child's mesosystem. Researchers found a lack of understanding and appreciation in the mesosystem regarding asthmatic patient care needs. Hidden factors in the environment induced asthma, which eventually caused the child to be unable to obtain necessary medical care assistance. The exosystem reflected adequacy of the family social economy. The father's flexible working hours allowed him to allocate more time to childcare responsibilities. The government Asthma Medical Payment program also facilitated effective care. The macrosystem demonstrated parental cognition related to asthma treatment and caring to be deeply influenced by local customs. Thus, rather than using advanced medical treatments, parents preferred to follow traditional Chinese medicinal practices. Evaluation using the Ecological of Human Development Theory showed the subject's ecology environment relationships as based upon a foundation of family and school. Therefore, active family and school support for an asthma management plan appropriate to the subject's needs was critical. Asthma symptoms were better controlled after the child and his parents invested greater effort in mastering asthma management protocols.

Effective Recruitment of Schools for Randomized Clinical Trials: Role of School Nurses.

Science.gov (United States)

Petosa, R L; Smith, L

2017-01-01

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.

INCREASING DIVERSITY IN OUR SCHOOLS OF NURSING.

Science.gov (United States)

Neubrander, Judy; Metcalfe, Sharon E

2016-01-01

This article will review one school's quest to address the multi-level social, historical, environmental and structural determinants faced by under-represented ethnic minorities (UREM) and disadvantaged background (DB) students as they seek entrance into a nursing program. Nursing Network Careers and Technology (NN-CAT) provides a nursing career network for underrepresented and disadvantaged students in western North Carolina and has increased the number of underrepresented and disadvantaged students who are admitted, retained and graduate with a bachelor's degree in nursing from Western Carolina University. Initial data from this NN-CAT program have demonstrated that addressing social determinants and eliminating barriers can increase the number of UREM and educationally disadvantaged students who successfully matriculate in our schools of Nursing and subsequently graduate. These nurses then enter the workforce and provide culturally meaningful care in their local communities.

The Smallpox Threat: The School Nurse's Role

Science.gov (United States)

Martin, Mary E.; Didion, Judy

2003-01-01

Today, with the threat of bioterrorism and war, there is a new dimension to the traditional role of the school nurse. The smallpox threat to public health will invoke the school nurse's role as an educator, liaison, and consultant in the community. This article discusses smallpox, the vaccination process, adverse effects, and postvaccination care.…

The Burden of Difference? School Welfare Personnel’s and Parents’ Views on Wellbeing of Migrant Children in Finland

Directory of Open Access Journals (Sweden)

Minna Säävälä

2012-01-01

Full Text Available The school welfare system faces a challenge in the linguistically and culturally diversifying school. This article examines how school welfare personnel, native language teachers, and migrant parents conceptualize the wellbeing of migrant children in Finland. The data analyzed by thematic content analysis consists of group and individual interviews of a total of 47 persons: nurses, psychologists, social workers, a headmaster, special education teachers, native language teachers, and migrant parents in the Helsinki metropolitan area. The school welfare professionals and migrant parents views stressed different factors as risks and resources of migrant childrens wellbeing. In school welfare personnels view, school wellbeing is secured by downplaying difference between children of diverse cultural backgrounds; moreover, they do not see negative attitudes, discrimination, or bullying of migrant children as a particular problem. Migrant parents and native language teachers in turn consider or at least fear their childrens wellbeing to be jeopardized by social exclusion, prejudice or discrimination. The school personnel find it difficult to recognize the power imbalance between minorities and the national majority that lies behind these different conceptualizations. This reduces trust and impedes the cooperation of migrant homes and school, particularly in situations when an intervention is imperative for securing child wellbeing.

Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction.

Science.gov (United States)

Harris, Patrick W; Burman, Mary E

2016-01-01

Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Copyright © 2016 Elsevier Inc. All rights reserved.

Parents' Perception of Satisfaction With Pediatric Nurse Practitioners' Care And Parental Intent to Adhere To Recommended Health Care Regimen.

Science.gov (United States)

Kinder, Frances DiAnna

2016-01-01

The purposes of this study were to explore parents' perceptions of satisfaction with care from primary care pediatric nurse practitioners (PNPs) and to explore the relationships of the four components of parental satisfaction with parents' intent to adhere to recommended health care regimen. The study used a descriptive correlational research design. A convenience sample of 91 participants was recruited from practices in southeastern Pennsylvania. The 28-item, Parents' Perceptions of Satisfaction with Care from Pediatric Nurse Practitioners (PPSC-PNP) tool was developed to measure four components of satisfaction and overall satisfaction of parents with PNP care after the health visit. A 100 mm visual analog (VAS) scale measured parental intent to adhere to the care regimen recommended by the PNP. Parents' perceptions of overall satisfaction with care from PNPs and satisfaction with each of the four components (communication, clinical competence, caring behavior, and decisional control) were high as measured by the PPSC-PNP. Multiple regression analysis revealed that clinical competence had the strongest positive relationship with parental intent to adhere to PNP recommended health regimen and was the only variable to enter the regression equation. The findings of this study have implications for nursing practice. The PPSC-PNP instrument may be used with a variety of pediatric populations and settings as a benchmark for quality care. Clinical competence is important for the role of the PNP. Other variables of parental intent to adhere to the health regimen should be explored in future studies.

Parent Involvement: Perceptions of Recent Immigrant Parents in a Suburban School District, Minnesota

Science.gov (United States)

Nam, Bu-Hyun; Park, Duk-Byeong

2014-01-01

The study aimed to examine the perceptions of immigrant parents regarding their school's efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school…

School Nurses' Experiences with Motivational Interviewing for Preventing Childhood Obesity

Science.gov (United States)

Bonde, Ane Høstgaard; Bentsen, Peter; Hindhede, Anette Lykke

2014-01-01

Motivational interviewing is a counseling method used to bring about behavior change; its application by school nurses for preventing obesity in children is still new. This study, based on in-depth interviews with 12 school nurses, shows how school nurses adapted motivational interviewing and integrated it into their daily practice along with…

Engaging parents and schools improves uptake of the human papillomavirus (HPV) vaccine: examining the role of the public health nurse.

Science.gov (United States)

Whelan, Noella W; Steenbeek, Audrey; Martin-Misener, Ruth; Scott, Jeffrey; Smith, Bruce; D'Angelo-Scott, Holly

2014-08-06

Nova Scotia has the highest rate of cervical cancer in Canada, and most of these cases are attributed to the Human Papillomavirus (HPV). In 2007, Gardasil(®) was approved and implemented in a successful school-based HPV immunization program. Little is known, however, which strategies (if any) used within a school-based program help to improve vaccine uptake. A retrospective, exploratory correlation study was conducted to examine the relationship between school-based strategies and uptake of HPV vaccine. Data was analyzed through Logistic regression, using PASW Statistics 17 (formerly SPSS 17). HPV vaccine initiation was significantly associated with Public Health Nurses providing reminder calls for: consent return (p=0.017) and missed school clinic (p=0.004); HPV education to teachers (pNurse being assigned to a school (p=0.025). These findings can be used to help guide school-based immunization programs for optimal uptake of the HPV vaccine among the student population. Copyright © 2014 Elsevier Ltd. All rights reserved.

Mental health work in school health services and school nurses' involvement and attitudes, in a Norwegian context.

Science.gov (United States)

Skundberg-Kletthagen, Hege; Moen, Øyfrid Larsen

2017-12-01

To explore school nurses' experiences with and attitudes towards working with young people with mental health problem in the school health services. Worldwide, 10%-20% of children and adolescents are affected by mental health problems. When these occur during youth, they constitute a considerable burden and are one of the main causes of disability among adolescents. School nurses are at the forefront of care for children and adolescents, identifying pupils struggling with physical, mental, psychosocial or emotional issues. A qualitative, explorative study was performed based on open-ended questions in a cross-sectional study of 284 school nurses in Norway. Inclusion criteria were as follows: working as a school nurse in the school health services with children and adolescents between the ages of 11-18 years. A qualitative inductive content analysis was conducted. Three generic categories emerged: perception of their role and experiences with mental health: the school nurses acknowledge their important role in work with adolescents focusing on their mental health. Perception of their professional competence: the school nurses described a lack of confidence and unmet training needs concerning mental health problems. Experiences with collaboration: the school nurses requested more knowledge about inter- and multidisciplinary cooperation regarding follow-up of pupils with mental health problems. The school nurses lacked knowledge and confidence in respect of working with children and adolescents suffering from mental health problems. This may be a barrier to giving pupils adequate aid. Nurses need to acquire more knowledge about mental health problems among children and adolescents as this is a growing public health issue. Educational programmes for school nurses need to be revised to achieve this. © 2017 John Wiley & Sons Ltd.

“As a parent, you become a tiger”: Parents talking about bullying at school

OpenAIRE

Hale, R; Fox, CL; Murray, MP

2017-01-01

Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent?s perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts...

Development of the Parent Responses to School Functioning Questionnaire.

Science.gov (United States)

Barber Garcia, Brittany N; Gray, Laura S; Simons, Laura E; Logan, Deirdre E

2017-10-01

Parents play an important role in supporting school functioning in youth with chronic pain, but no validated tools exists to assess parental responses to child and adolescent pain behaviors in the school context. Such a tool would be useful in identifying targets of change to reduce pain-related school impairment. The goal of this study was to develop and preliminarily validate the Parent Responses to School Functioning Questionnaire (PRSF), a parent self-report measure of this construct. After initial expert review and pilot testing, the measure was administered to 418 parents of children (ages 6-17 years) seen for initial multidisciplinary chronic pain clinic evaluation. The final 16-item PRSF showed evidence of good internal consistency (α = .82) and 2-week test-retest reliability (intraclass correlation coefficient = .87). Criterion validity was demonstrated by significant correlations with school absence rates and overall school functioning, and construct validity was demonstrated by correlations with general parental responses to pain. Three subscales emerged capturing parents' personal distress, parents' level of distrust of the school, and parents' expectations and behaviors related to their child's management of challenging school situations. These results provide preliminary support for the PRSF as a psychometrically sound tool to assess parents' responses to child pain in the school setting. The 16-item PRSF measures parental responses to their child's chronic pain in the school context. The clinically useful measure can inform interventions aimed reducing functional disability in children with chronic pain by enhancing parents' ability to respond adaptively to child pain behaviors. Copyright © 2017 American Pain Society. Published by Elsevier Inc. All rights reserved.

Nursing Delegation to Unlicensed Assistive Personnel in the School Setting. Position Statement. Revised

Science.gov (United States)

Cagginello, Joan; Blackborow, Mary; Porter, Jessica; Disney, Jody; Andresen, Kathleen; Tuck, Christine

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in…

Computer conferencing: the "nurse" in the "Electronic School District".

Science.gov (United States)

Billings, D M; Phillips, A

1991-01-01

As computer-based instructional technologies become increasingly available, they offer new mechanisms for health educators to provide health instruction. This article describes a pilot project in which nurses established a computer conference to provide health instruction to high school students participating in an electronic link of high schools. The article discusses computer conferencing, the "Electronic School District," the design of the nursing conference, and the role of the nurse in distributed health education.

image of nursing profession as viewed by secondary school

African Journals Online (AJOL)

explore factors that deter aspiration to enroll in nursing schools. Methods: The ... included 50 male and 50 female students who were opting for Physics, Chemistry and Biology from form III to ... by nurse education and the general community. .... 9 Nurses work with their hands a lot .... Middle School Students' Perceptions of.

School violence: an insider view.

Science.gov (United States)

Johnson, Shelley A; Fisher, Kathleen

2003-01-01

To discover what teachers perceive to be contributing factors to violence in schools. Open-ended questions were asked of a convenience sample of teachers ( = 396) during an in-service education program on school violence. The teachers were in a semi-rural school district in a Mid-Atlantic state. Answers were analyzed using content analysis; all responses were reviewed and important themes were extracted. Identified themes were then placed into suitable categories and studied to determine relationships. Of the surveys analyzed ( = 239), 13 themes were identified. The three categories which then identified probable causes of school violence were (1) lack of knowledge, (2) lack of support, and (3) inadequate safety measures. Nurses can use the results of this study in multiple ways. One is to help parents understand their role in preventing school violence. Because violence in the home and violence in the media seem to foster violent acting-out behavior, nurses can teach parents about these correlations and seek solutions such as the elimination of family violence, and monitoring television viewing and video games. Nursing assessments of school-aged children and their families can include these elements. School nurses in particular can use these study results as an opportunity to develop interventions for students, teachers, and families that stress knowledge building about impulse control, anger management, appropriate parenting, and early intervention for at-risk children.

[Survey on public health nursing education-in the comparison of nursing education courses, universities, advanced courses for public health nurse with junior nursing colleges, and public health nursing school].

Science.gov (United States)

Hirano, Kayoko; Ikeda, Nobuko; Kanagawa, Katuko; Shiomi, Sigeki; Suzuki, Akira; Hirayama, Tomoko; Furuya, Akie; Ymazaki, Kyoko; Yasumura, Seiji

2005-08-01

Changes in public health nursing education have been consideration. Theses changes include a dramatic increase in the number of public health nurses (PHNs) who have enrolled for nursing courses at university. This study was conducted to assess the current status and future of public health nursing education as perceived by teachers and students at three types of schools: universities offering nursing courses, advanced courses for PHNs with junior nursing colleges, and public health nursing schools. Questionnaires were distributed to teachers and students by mail. The questions that were sent to teachers asked which subjects were required to become a certified PHN, which lecture methods were employed to teach public health-particularly community health assessment methods, and what was the level of awareness of the activities of PHNs. Students were asked about their motivation to be a PHN, their understanding of public health, their views of public health activities and their images of PHNs. Responses were analyzed and differences between questionnaires from different schools were noted. These included the number of subjects and the total number of hours spent doing practical training and field experience in universities and the other types of schools, and the number of teachers. Differences also were noted among students at three types of schools about their age, methods of public health activities, knowledge about activities undertaken by PHNs, and their images of PHNs. No differences were observed among the schools with respect to the students' conceptual understanding of public health. Student age, practical training and field experience were found to contribute to their level of understanding of public health and public health nursing. It is thus necessary to consider the teaching methods employed by universities that administer nursing courses and the effectiveness of courses offered by graduate schools.

Administrator Leadership Styles and Their Impact on School Nursing Part II. A High-Performance School Nurse-Building Administrator Relationship Model.

Science.gov (United States)

Davis, Charles R; Lynch, Erik J

2018-06-01

There is a significant disparity in roles, responsibilities, education, training, and expertise between the school nurse and building administrator. Because of this disparity, a natural chasm must be bridged to optimize student health, safety, well-being, and achievement in the classroom while meeting the individual needs of both professionals. This article constructs and presents a new school nurse-building administrator relationship model, the foundation of which is formed from the pioneering and seminal work on high-performance professional relationships and outcomes of Lewin and Drucker. The authors posit that this new model provides the framework for successful school nurse-building administrator interactions that will lead to optimal student outcomes.

Parents and Students and Healthy Indoor School Environments

Science.gov (United States)

School-aged children spend a great deal of time inside school buildings. Parents can play an important role in creating healthy indoor school environments. Parents and students alike can make a powerful case for protecting health in schools.

Measuring Parenting Practices among Parents of Elementary School-Age Youth

Science.gov (United States)

Randolph, Karen A.; Radey, Melissa

2011-01-01

Objectives: The objective of this study is to establish the factor structure of the Alabama Parenting Questionnaire (APQ), an instrument designed to measure parenting practices among parents of elementary school children. Methods: Exploratory (EFA) and confirmatory factor analytic (CFA) procedures are used to validate the APQ with 790 parents of…

Does contact by a family nurse practitioner decrease early school absence?

Science.gov (United States)

Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

2012-02-01

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.

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 3.

Science.gov (United States)

Johnsen, Ellen F; Pohlman, Katherine J

2017-05-01

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 3 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 3 describes the publication of the Attorney General's opinion validating the illegality of the school district's medication administration policy, the lawsuit Ellen brought against the Broken Arrow Public Schools, and the appeal of the final decision in that lawsuit. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

School Nurse Evaluations: Making the Process Meaningful and Motivational

Science.gov (United States)

McDaniel, Kathryn H.; Overman, Muriel; Guttu, Martha; Engelke, Martha Keehner

2013-01-01

The professional standards of school nursing practice provide a framework to help school nurses focus on their unique mission of promoting health and academic achievement for all students. Without the standards, the nurse’s role can become task oriented and limited in scope. By using an evaluation tool that reflects the standards, nurses not only…

The Attitudes of Mexican Parents Toward School Discipline

Science.gov (United States)

Ogletree, Earl J.; Rodriquez, Margarita

1978-01-01

Surveys the attitudes of Mexican parents toward school discipline of primary-level children in terms of the following questions: 1) will parents accept the use of corporal punishment in schools?, 2) what form of disciplinary measure will they accept or recommend?, 3) if parents accept corporal punishment, who will be the school disciplinarian, and…

Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

Science.gov (United States)

Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

2010-08-01

Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Experiences of parents regarding a school-readiness intervention for pre-school children facilitated by Community Health Nursing students

Directory of Open Access Journals (Sweden)

Mari Prinsloo

2015-01-01

When CHN students engage with communities through service learning, a school-readiness intervention may serve as a powerful tool to provide parents with the support that is needed to empower them with the skills to contribute towards their children’s early childhood development. It may improve the parent–child relationship which is critical in the development of children.

Turkish Parents' Perceptions of Their Involvement in Schooling

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Erdener, Mehmet Akif

2013-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The purpose of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

Parents' Perceptions of Their Involvement in Schooling

Science.gov (United States)

Erdener, Mehmet Akif; Knoeppel, Robert C.

2018-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The objective of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

Managing parental groups: personal impact of a group leadership course for child healthcare nurses.

OpenAIRE

Lefevre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger

2017-01-01

AIMS AND OBJECTIVES: To investigate the experience and personal impact of a group leadership course for child healthcare nurses.BACKGROUND: During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership.DESIGN: The stu...

Mediating Effect of School Nurses' Self Efficacy between Multicultural Attitude and Cultural Sensitivity in Korean Elementary Schools.

Science.gov (United States)

Suk, Min Hyun; Oh, Won Oak; Im, Yeo Jin; Cho, Hun Ha

2015-09-01

This study examined the mediating effect of school nurses' self efficacy, which is one of the significant cognitive factors influencing cultural sensitivity, on the mutual relationships between multicultural attitude and cultural sensitivity in Korean elementary schools. A cross-sectional descriptive survey design was used. Participants were 157 school nurses in elementary schools located in Gyeonggi-do, South Korea. The survey instruments included Teacher Multicultural Attitude Survey, Teacher Efficacy Scale, and Multicultural Sensitivity Scale. Data were analyzed using three regression equations to test the mediation model. The mean score of the school nurses' cultural sensitivity was relatively low. A positive correlation among multicultural attitude, self efficacy, and cultural sensitivity was noted. Self efficacy of school nurses showed a significant mediating effect on the relationships between multicultural attitude and cultural sensitivity. Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families. Copyright © 2015. Published by Elsevier B.V.

Structural Intervention With School Nurses Increases Receipt of Sexual Health Care Among Male High School Students.

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Dittus, Patricia J; Harper, Christopher R; Becasen, Jeffrey S; Donatello, Robin A; Ethier, Kathleen A

2018-01-01

Adolescent males are less likely to receive health care and have lower levels of sexual and reproductive health (SRH) knowledge than adolescent females. The purpose of this study was to determine if a school-based structural intervention focused on school nurses increases receipt of condoms and SRH information among male students. Interventions to improve student access to sexual and reproductive health care were implemented in six urban high schools with a matched set of comparison schools. Interventions included working with school nurses to improve access to sexual and reproductive health care, including the provision of condoms and information about pregnancy and sexually transmitted disease prevention and services. Intervention effects were assessed through five cross-sectional yearly surveys, and analyses include data from 13,740 male students. Nurses in intervention schools changed their interactions with male students who visited them for services, such that, among those who reported they went to the school nurse for any reason in the previous year, those in intervention schools reported significant increases in receipt of sexual health services over the course of the study compared with students in comparison schools. Further, these results translated into population-level effects. Among all male students surveyed, those in intervention schools were more likely than those in comparison schools to report increases in receipt of sexual health services from school nurses. With a minimal investment of resources, school nurses can become important sources of SRH information and condoms for male high school students. Published by Elsevier Inc.

School Nurses' Role in Asthma Management, School Absenteeism, and Cost Savings: A Demonstration Project

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Rodriguez, Eunice; Rivera, Diana Austria; Perlroth, Daniella; Becker, Edmund; Wang, Nancy Ewen; Landau, Melinda

2013-01-01

Background: With increasing budget cuts to education and social services, rigorous evaluation needs to document school nurses' impact on student health, academic outcomes, and district funding. Methods: Utilizing a quasi-experimental design, we evaluated outcomes in 4 schools with added full-time nurses and 5 matched schools with part-time nurses…

Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised

Science.gov (United States)

McDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 4.

Science.gov (United States)

Johnsen, Ellen F; Pohlman, Katherine J

2017-07-01

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 4 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 4 offers lessons to be learned by reflecting on Ellen Johnsen's experience when she challenged the illegal and unsafe medication administration policy in the Broken Arrow Public Schools. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

NASN membership survey: Developing and providing leadership to advance the school nursing practice.

Science.gov (United States)

Monsalve, Lina

2010-07-01

The NASN membership is fairly consistent. The majority of NASN members are female; NASN members share a common interest in the specialty of school nursing. The majority of members are involved in one of the following areas: school nurse services, school nurse administration or supervision, and regional or state nurse consultant within the educational system. School nursing practice varies among survey participants; there are school nurses who have spent as little as one year specifically practicing school nursing and those who have spent as much as 36 years or more. Eighty-three percent (83%) of NASN members are employed by public school districts, salaries among members vary between $19,000 or less per year and $129,999 or more per year. NASN members serve students in different geographical areas; school nurses may care for students in urban, suburban, rural, reservations, and overseas (DOD, military) areas. Nonetheless, some school nurses may care for students in more than one geographical area. Twenty-eight percent (28%) of NASN members provide school nursing services to students in elementary school. Student-to-school nurse ratios vary among members; in some areas school nurses may care for 125 students or fewer to as many as 5,100 students or more. NASN members spend most of their time caring for episodic minor illness and injury (headache, pain, hay fever, pm medication, etc.), acute injury and illness, health screenings (vision, hearing, body mass index), and chronic health (case management, care plans, emergency plans, and 504). In addition, there is a consensus on the resources that would most allow school nurses to deliver safer care to their students to include assistance with administrative tasks, lowering student-to-school nurse ratios, and funding for projects. NASN members place a high priority in continuing education programs, especially in topics pertaining to direct student services, such as mental health, chronic health care, and acute illness

The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.

Science.gov (United States)

Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay

2017-03-01

This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.

Teaching sex education: are Scottish school nurses prepared for the challenge?

Science.gov (United States)

McFadyen, J

2004-02-01

Teaching sex education to school pupils in Scotland continues to be a controversial issue. In reality there is lack of leadership, strategy and an uncoordinated approach to delivering this important topic. The school nurse is frequently identified as a suitable professional to lead the way because it is assumed that school nurses are well educated in the field of sexual and reproductive health. Nationally, little is known about the educational status of Scottish school nurses and there is no research evidence available from which generalisations can be made. This study aims to explore the educational preparation of school nurses that underpins teaching sex education to school pupils in Scotland. A cross-sectional descriptive study was completed in September 1998. The results confirmed that school nurses in Scotland are predominantly female and 70% of the respondents (n=117) were over the age of 40 years of age. No common basic nursing qualification was identified. The majority of school nurses in Scotland perceive sex education to be part of their role and 39% (n=65) testified that specific sexual health training had been undertaken. Many lack confidence in this area of practice and are aware of extensive educational needs in relation to teaching sexual health and reproductive health. Despite these findings 75% (n=126) were actively involved in teaching sex education to school pupils.

School-Based Health Promotion Intervention: Parent and School Staff Perspectives

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Patino-Fernandez, Anna M.; Hernandez, Jennifer; Villa, Manuela; Delamater, Alan

2013-01-01

Background: The prevalence of childhood obesity is high, particularly among minority youth. The objective of this article was to evaluate parent and school staff perspectives of childhood health and weight qualitatively to guide the development of a school-based obesity prevention program for minority youth. Methods: Hispanic parents (N?=?9) of…

Parenting classes: focus on discipline.

Science.gov (United States)

Campbell, J M

1992-01-01

Nurses in community settings have an opportunity to provide instruction related to health and life-style needs. An important consideration is the parental role. A particularly controversial and opinion-laden aspect of parenting is disciplining children. Discipline provides children with the security of clearly enforced rules to help them learn self-control and social standards. Parenting classes are worthwhile for people who have little formal or informal preparation. A survey of middle-class elementary school district parents' and childrens' attitudes toward discipline was conducted to develop meaningful parenting classes. Parents' feelings about being a mother or father were surprisingly negative. A parent educational program was developed to cover child growth and development and disciplinary practices. Parent evaluations led to continuation and an expansion of this program to other schools within the area.

Perceptions of Elementary School Children's Parents Regarding Sexuality Education

Science.gov (United States)

Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

2015-01-01

This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

Perceptions of School Heads on Parents? Involvement on the Zimbabwean Primary Schools

OpenAIRE

THEMBINKOSI TSHABALALA

2013-01-01

The involvement of parents in Zimbabwean schools is governed by Statutory Instrument 87 of 1992 (SI87) for non-government schools and Statutory Instrument 379 of 1998 (SI379) (Bowora and Mpofu, 1998) for government schools. Non-government schools are run by School Development Committees (SDCs) and government schools are run by School Development Associations (SDAs). It is argued that comprehensive parent involvement is a pre-requisite for improving the culture of teaching and learning in scho...

Research support by doctoral-granting colleges/schools of nursing.

Science.gov (United States)

Yoon, Saun-Joo Lee; Wolfe, Sandra; Yucha, Carolyn B; Tsai, Peishan

2002-01-01

Colleges and schools of nursing with doctoral programs focus on developing quality research programs. One effective way of managing and nurturing a research program is through the implementation of a nursing research office or center. The purpose of this study is to describe the resources provided by the colleges/schools of nursing with doctoral programs for research development. A self-report questionnaire, developed by the research team, was mailed to all schools of nursing offering doctoral programs. The response rate was 79 per cent (65/82 schools). Results indicated that 56 schools (86.2 per cent) have designated research support offices. The main goals of nursing research offices are to increase the amount of extramural funding and to promote dissemination of scholarly work via publications and presentations. The majority of research offices provide assistance with grants and the research process and offer educational programs. Most doctoral-granting schools are providing some support for research activities. However, the degree of investment in research support varied widely among the responding schools. This study suggests that it takes both time and institutional commitment to build a successful research environment. Although necessary for research development, support services are not sufficient by themselves. Instead, they need to be considered in the light of individual (e.g., faculty interest and motivation) and group (e.g., culture of scholarship) factors within each school. Copyright 2002 by W.B. Saunders Company

Maternal Parenting Styles, School Involvement, and Children's School Achievement and Conduct in Singapore

Science.gov (United States)

Stright, Anne Dopkins; Yeo, Kim Lian

2014-01-01

This study examined the roles of children's perceptions of maternal parenting styles (warmth, psychological control, and behavioral control) and maternal involvement in school-focused parenting practices (home-based involvement, home-school conferencing, and school-based involvement) predicting children's school achievement and conduct in…

There's a New Alphabet in Town: ESSA and Its Implications for Students, Schools, and School Nurses.

Science.gov (United States)

Blackborow, Mary; Clark, Elizabeth; Combe, Laurie; Morgitan, Judith; Tupe, Anna

2018-03-01

The 2015 passage of the Every Student Succeeds Act (ESSA) provides state education agencies with more local control over educational planning, requires development of state accountability plans, and provides opportunities for advocacy surrounding school nursing-sensitive indicators of student success. Federal Title I, II, and IV funds are available for state and local education agency utilization in meeting educational needs of impoverished students and for development of high-quality instructional and support personnel. As Specialized Instructional Support Personnel, school nurses can utilize ESSA Title funding to positively impact chronic absenteeism, school climate, and school nurse staffing. ESSA can be a resource for funding school health services and professional education. This article will assist school nurses in better understanding ESSA and how funding is allocated to states and local education agencies.

Infants in Drug Withdrawal: A National Description of Nurse Workload, Infant Acuity, and Parental Needs.

Science.gov (United States)

Smith, Jessica G; Rogowski, Jeannette A; Schoenauer, Kathryn M; Lake, Eileen T

Infants in drug withdrawal have complex physiological and behavioral states, requiring intensive nursing care. The study objectives were to describe acuity, parental needs, and nurse workload of infants in drug withdrawal compared with other infants. The design was cross-sectional and involved secondary nurse survey data from 6045 staff nurses from a national sample of 104 neonatal intensive care units. Nurses reported the care of 15 233 infants, 361 (2.4%) of whom were in drug withdrawal. Three-fourths of hospitals had at least 1 infant in drug withdrawal. In these hospitals, the mean number of infants in drug withdrawal was 4.7. Infant acuity was significantly higher among infants in drug withdrawal. Parents of infants in drug withdrawal required significantly more care to address complex social situations (51% vs 12%). The number of infants assigned to nurses with at least 1 infant in withdrawal (mean = 2.69) was significantly higher than typical (mean = 2.51). Given infant acuity and parental needs, policies legislating patient-to-nurse ratios should permit professional discretion on the number of patients to assign nurses caring for infants in drug withdrawal. Managers and charge nurses should consider the demands of caring for infants in drug withdrawal in assignment decisions and provide support and education.

Parental Divorce and Children’s Schooling in Rural Malawi

Science.gov (United States)

Chae, Sophia

2016-01-01

A growing body of literature has examined the impact of different types of family structures on children’s schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children’s schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children’s schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children’s schooling. PMID:27822897

School-based influenza vaccination: parents' perspectives.

Directory of Open Access Journals (Sweden)

Candace Lind

Full Text Available School-age children are important drivers of annual influenza epidemics yet influenza vaccination coverage of this population is low despite universal publicly funded influenza vaccination in Alberta, Canada. Immunizing children at school may potentially increase vaccine uptake. As parents are a key stakeholder group for such a program, it is important to consider their concerns.We explored parents' perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools, and obtained suggestions for structuring such a program.Forty-eight parents of children aged 5-18 years participated in 9 focus groups. Participants lived in urban areas of the Alberta Health Services Calgary Zone.Three major themes emerged: Advantages of school-based influenza vaccination (SBIV, Disadvantages of SBIV, and Implications for program design & delivery. Advantages were perceived to occur for different populations: children (e.g. emotional support, families (e.g. convenience, the community (e.g. benefits for school and multicultural communities, the health sector (e.g. reductions in costs due to burden of illness and to society at large (e.g. indirect conduit of information about health services, building structure for pandemic preparedness, building healthy lifestyles. Disadvantages, however, might also occur for children (e.g. older children less likely to be immunized, families (e.g. communication challenges, perceived loss of parental control over information, choices and decisions and the education sector (loss of instructional time. Nine second-level themes emerged within the major theme of Implications for program design & delivery: program goals/objectives, consent process, stakeholder consultation, age-appropriate program, education, communication, logistics, immunizing agent, and clinic process.Parents perceived advantages and disadvantages to delivering annual seasonal

International School Children's Health Needs: School Nurses' Views in Europe

Science.gov (United States)

Hansson, Annika; Clausson, Eva; Janlov, Ann-Christin

2012-01-01

Rapid globalization and the integration of national economies have contributed to the sharp rise in enrollment in international schools. How does this global nomadism affect international school children and their individual health needs? This study attempts to find an answer by interviewing 10 school nurses, with varying degrees of experience in…

Arab Parents' Involvement in School Reform in Israel

Science.gov (United States)

Arar, Khalid; Abu-Asbah, Khaled; Nasra, Muhammed Abu

2014-01-01

Current research indicates that parental involvement positively influences children's academic success. This study investigates parental involvement in the Arab education system in Israel, highlighting involvement in the New Horizon reform. We interviewed school principals and parent committee chairpersons from 15 Arab schools. The study confirmed…

The Evolution of School Nursing Data Indicators in Massachusetts: Recommendations for a National Data Set

Science.gov (United States)

Gapinski, Mary Ann; Sheetz, Anne H.

2014-01-01

The National Association of School Nurses' research priorities include the recommendation that data reliability, quality, and availability be addressed to advance research in child and school health. However, identifying a national school nursing data set has remained a challenge for school nurses, school nursing leaders, school nurse professional…

Responsibilities of nursing schools with regard to peer mentoring.

Science.gov (United States)

Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

2013-08-01

This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

Communal child-rearing: The role of nurses in school health

Directory of Open Access Journals (Sweden)

Fhumulani M. Mulaudzi

2014-10-01

Objectives: This study promotes an integrated approach to school care using the African concept of Ubuntu – solidarity and sense of community – as a point of departure. The socio-ecological model was used, which includes the work of the school healthcare nurse in contributing to holistic health services. Method: An integrative review was conducted in January 2013, which included methodology studies, a theory review and a variety of studies related to school health. The studies were categorised according to school health, Ubuntu and the socio-ecological model. Findings: The role of school healthcare nurses entails acting as a liaison officer between a variety of stakeholders who work together to shape the future of children. Conclusion: Ubuntu, together with the socio-ecological model, can assist us to involve an entire community to raise children. This knowledge serves as a background to the planning of a school health programme. The role of the nurse in school health can also assist in collaborative efforts to formulate the programme and develop the competencies that will inform school health nurse training curricula.

School Nurse Resilience: Experiences after Multiple Natural Disasters

Science.gov (United States)

Broussard, Lisa; Myers, Rachel

2010-01-01

This qualitative descriptive study explored the experiences of school nurses in coastal Louisiana, who were affected by Hurricanes Gustav and Ike in 2008 and who had also been in the path of destruction caused by Hurricanes Katrina and Rita in 2005. The purpose of the study was to describe the experiences of school nurses affected by repeated…

Evidence-Based Practice and School Nurse Practice: A Review of Literature

Science.gov (United States)

Yonkaitis, Catherine F.

2018-01-01

School nurses report that evidence-based practice (EBP) is not a part of their daily practice, and most have had no formal education regarding EBP or its implementation. The purpose of this review is to identify what strategies might be effective to educate school nurses about EBP as a first step toward establishing EBP in school nurse practice.…

School Nurses Make a Difference

Science.gov (United States)

Kitchell, Susan

2016-01-01

Susan Kitchell decided to become a school-based healthcare provider after working for more than twenty years in pediatrics and pediatric critical care at Roosevelt Hospital in New York City. She needed a position with daytime hours within her field of expertise that allowed her time to spend with her family. She began working as a school nurse in…

The Role of School Nurses, Challenges, and Reactions to Delegation Legislation: A Qualitative Approach.

Science.gov (United States)

Lineberry, Michelle; Whitney, Elizabeth; Noland, Melody

2018-06-01

Passage of new laws, national standards regarding delegation, and the recommendation for at least one full-time nurse in every school have provided more visibility to the role of school nurses. Recent legislative amendments in Kentucky presented an opportunity to examine how the role of the school nurse is changing. Aims were to describe the (1) role of school nurses in Kentucky, (2) impact of school nurses, (3) challenges faced by school nurses, and (4) impact of budget cuts and legislation. Three focus groups were conducted. School nurses faced challenges of limited time and resources, communication barriers, and multiple documentation requirements. Nurses' greatest impacts were their availability, recognition of psychosocial problems and health concerns, and connection with resources. Nurses had not yet encountered many changes due to new legislation that expanded delegation of diabetes-related tasks to unlicensed school personnel, but some had concerns about possible negative effects while others expressed support.

School Nurses' Experiences in Dealing with Bullying Situations among Students

Science.gov (United States)

Pigozi, Pamela Lamarca; Jones Bartoli, Alice

2016-01-01

School nurses have an important role in helping students to deal with bullying. However, most of the previously undertaken studies do not have nurses as the subjects, considering their experiences around this theme. This study used a qualitative approach through in-depth interviews with 12 school nurses (SNs). The thematic analysis was employed…

Parents' Expectations of High Schools in Firearm Violence Prevention.

Science.gov (United States)

Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H

2017-12-01

Firearm violence remains a significant problem in the US (with 2787 adolescents killed in 2015). However, the research on school firearm violence prevention practices and policies is scant. Parents are major stakeholders in relation to firearm violence by youths and school safety in general. The purpose of this study was to examine what parents thought schools should be doing to reduce the risk of firearm violence in schools. A valid and reliable questionnaire was mailed to a national random sample of 600 parents who had at least one child enrolled in a public secondary school (response rate = 47%). Parents perceived inadequate parental monitoring/rearing practices (73%), peer harassment and/or bullying (58%), inadequate mental health care services for youth (54%), and easy access to guns (51%) as major causes of firearm violence in schools. The school policies perceived to be most effective in reducing firearm violence were installing an alert system in schools (70%), working with law enforcement to design an emergency response plan (70%), creating a comprehensive security plan (68%), requiring criminal background checks for all school personnel prior to hiring (67%), and implementing an anonymous system for students to report peer concerns regarding potential violence (67%). Parents seem to have a limited grasp of potentially effective interventions to reduce firearm violence.

Teaching nursing's history: a national survey of Australian Schools of Nursing, 2007-2008.

Science.gov (United States)

McAllister, Margaret; Madsen, Wendy; Godden, Judith; Greenhill, Jennene; Reed, Rachel

2010-05-01

This paper reports on a survey of Australian Schools of Nursing that took place over an 8months period between 2007 and 2008. This study was implemented to extend understanding of effective teaching of nursing history, an area not previously researched in Australia. A critical interpretive method enabled us to problematise the issue, to highlight what was said about the importance of history teaching as well as ad hoc practices and barriers. The study found that participants value history of nursing teaching, but the crowded curriculum is erasing history's place and potential. It revealed ideological tensions shaping and constraining history of nursing teaching. In Australia, the way nursing's history is taught varies and teaching content, strategies and resources utilised are not evenly available. Pedagogical innovations are not effectively disseminated. Our recommendations for Australian Schools of Nursing that have more general applicability are: (1) Nursing curriculum needs to be developed from a set of principles and standards that define the attributes of the professional nurse, not in response to interest groups and (2) History of nursing pedagogy should be systematically developed and disseminated through a national virtual centre, linked to international centres, to enhance teachers' understanding of the discipline area and to support their teaching practice. Copyright 2009 Elsevier Ltd. All rights reserved.

Computers and School Nurses in a Financially Stressed School System: The Case of St. Louis

Science.gov (United States)

Cummings, Scott

2013-01-01

This article describes the incorporation of computer technology into the professional lives of school nurses. St. Louis, Missouri, a major urban school system, is the site of the study. The research describes several major impacts computer technology has on the professional responsibilities of school nurses. Computer technology not only affects…

Framework for 21st Century School Nursing Practice: Framing Professional Development.

Science.gov (United States)

Allen-Johnson, Ann

2017-05-01

The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain competency and pursue personal and professional growth. Designing professional development activities that are relevant and support the needs of the school nurse can be a challenge. The Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based standards of practice that can be utilized to assess an existing professional development program and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st Century Nursing Practice to provide a roadmap toward a professional development program that will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow them to achieve the goal of advancing the well-being, academic success, and lifelong achievement and health of students.

The future of school nursing: banishing band-AIDS to improve public health outcomes.

Science.gov (United States)

Fleming, Robin

2012-08-01

This article provides analysis and commentary on the cultural roots that promote the provision of minor first aid in schools by school nurses. Using the Institute of Medicine's Future of Nursing report as a lens, this article illustrates how the focus on provision of first aid by school nurses dilutes larger public health contributions that school nurses could make if they were able to work to the full extent of their education, training and licensure. The article concludes with recommendations designed to support fuller use of nurses' scope of practice in schools.

Asthma Management in Educational Settings: Implementing Guideline-Based Care in Washington State Schools.

Science.gov (United States)

Evans-Agnew, Robin A; Klein, Nicole; Lecce, Sally

2015-11-01

Managing asthma in the schools is complex and requires careful planning. This article highlights key steps in implementing guideline-based care for children with asthma in Washington State schools: assessing students, establishing acuity, communicating with parents, and training staff. Advance planning can improve outcomes for students, parents, and school staff in managing this complex and prevalent disease. NASN recently developed asthma management guidelines. Developing state-specific guidelines provides an opportunity to speak specifically to state laws and nurse practice acts while also reinforcing the importance of specialized practice to school nurses, school administrators and teachers, parents, and students. © 2015 The Author(s).

Faculty research productivity and organizational structure in schools of nursing.

Science.gov (United States)

Kohlenberg, E M

1992-01-01

The purpose of this study was to identify the relationship between faculty research productivity and organizational structure in schools of nursing. The need for nursing research has been widely recognized by members of the nursing profession, yet comparatively few engage in conducting research. Although contextual variables have been investigated that facilitate or inhibit nursing research, the relationship between organizational structure and nursing research productivity has not been examined. This problem was examined within the context of the Entrepreneurial Theory of Formal Organizations. A survey methodology was used for data collection. Data on individual faculty research productivity and organizational structure in the school of nursing were obtained through the use of a questionnaire. A random sample of 300 faculty teaching in 60 master's and doctoral nursing schools in the United States was used. The instruments for data collection were Wakefield-Fisher's Adapted Scholarly Productivity Index and Hall's Organizational Inventory. The data were analyzed using Pearson Product-Moment Correlation Coefficients and multiple correlation/regression techniques. The overall relationship between faculty research productivity and organizational structure in schools of nursing was not significant at the .002 level of confidence. Although statistically significant relationships were not identified, scholarly research productivity and its subscale prepublication and research activities tended to vary positively with procedural specifications in a highly bureaucratic organizational structure. Further research may focus on identification of structural variables that support highly productive nurse researchers.

The perception of partnership between parents of premature infants and nurses in neonatal intensive care units

DEFF Research Database (Denmark)

Brødsgaard, Anne; Larsen, Palle; Weis, Janne

2016-01-01

REVIEW QUESTION/OBJECTIVE: The objective of this review is to identify how parents of premature infants in neonatal intensive care units (NICUs) and nurses perceive their partnership.The review questions are: how do parents of premature infants and nurses perceive their partnership during...

Trust and Parents' Involvement in Schools of Choice

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Strier, Michal; Katz, Hagai

2016-01-01

Education researchers and policymakers have been focusing for the last three decades on increasing parental involvement in schools. Their work focused on the positive effects that parental involvement has on varied aspects of school quality and functioning. In this study we examined "trust," a known predictor of parental involvement in…

Parents, Quality, and School Choice: Why Parents in Nairobi Choose Low-Cost Private Schools over Public Schools in Kenya's Free Primary Education Era

Science.gov (United States)

Zuilkowski, Stephanie Simmons; Piper, Benjamin; Ong'ele, Salome; Kiminza, Onesmus

2018-01-01

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS…

Parents' Networking Strategies: Participation of Formal and Informal Parent Groups in School Activities and Decisions

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Wanat, Carolyn L.

2010-01-01

This case study examined parent groups' involvement in school activities and their participation in decision making. Research questions included the following: (1) What is the nature of parent groups in schools? (2) What activities and issues gain parent groups' attention and participation? (3) How do parent groups communicate concerns about…

Parents' Views on Mixed and Single-Sex Secondary Schools.

Science.gov (United States)

West, Anne; Hunter, Jay

1993-01-01

Reports on two studies of British parental attitudes toward coeducational and single-sex secondary schools. Finds few differences between the parents of primary school girls and boys who will attend secondary schools in the future. Also finds a large majority of boys' parents believe that social advantages accrue for boys educated with girls. (CFR)

Parental involvement in elementary school-aged child’s creativity

Science.gov (United States)

Suparmi; Suardiman, S. P.; Kumara, A.

2018-01-01

This study aims at describing the parental involvement in cultivating elementary school-aged child’s creativity. The qualitative research was designed with multidisciplinary study approach. Eight students and some parents from public elementary schools of Ngawen 4th of Gunungkidul, Yogyakarta, and 4 students from an elementary school in Sleman, Yogyakarta were involved in the process of collecting the data. In-depth interview, observation, and documentation were used simultaneously to collect the data. The results showed that: 1) the subject had a level of intelligence quotient; the intelligence of verbal creativity above the average level, and creative behaviour on average, 2) interaction of parents and child-related discussions, experiences, and plans, academic problems in school were needed to boost the students’ creativity, 3) interactions of parents and school-related participations in school were also encouraged to implant students’ social awareness, 4) interaction among parents communicated each other to have a better result of academic awareness, and 5) Parents should install family norms to cultivate children’s intelligence quotient.

Students with Chronic Health Conditions: The Role of The School Nurse. Position Statement

Science.gov (United States)

Combe, Laurie G.; Mattern, Cheryl; Fleming, Laurie; Killingsworth, Suzie

2017-01-01

It is the position of the National Association of School Nurses (NASN) that to optimize student health, safety, and learning, a professional registered school nurse (hereinafter referred to as school nurse) be present all day, every day. The American Academy of Pediatrics' Council on School Health (2016) highlights the important role school nurses…

Parental attitudes towards soft drink vending machines in high schools.

Science.gov (United States)

Hendel-Paterson, Maia; French, Simone A; Story, Mary

2004-10-01

Soft drink vending machines are available in 98% of US high schools. However, few data are available about parents' opinions regarding the availability of soft drink vending machines in schools. Six focus groups with 33 parents at three suburban high schools were conducted to describe the perspectives of parents regarding soft drink vending machines in their children's high school. Parents viewed the issue of soft drink vending machines as a matter of their children's personal choice more than as an issue of a healthful school environment. However, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies.

Parents' Experiences as Predictors of State Accountability Measures of Schools' Facilitation of Parent Involvement

Science.gov (United States)

Elbaum, Batya; Blatz, Erin T.; Rodriguez, Raymond J.

2016-01-01

The aim of this study was to ascertain which dimensions of parents' experiences with schools are most strongly associated with parents' perceptions that schools are or are not facilitating parent involvement as mandated by the federal accountability system under the Individuals With Disabilities Education Act (IDEA). Participants were 92 parents…

A nursing student's reflective account of decision-making in a school nursing setting.

Science.gov (United States)

Squirrell, Bethaney; Hunt, Jane

2018-05-11

Reflection is integral to professional revalidation and enhancing nursing practice; it is an art and a science to be learned. Learning the art of reflection begins as a student in clinical placement settings. Drawing on a reflective model, this article presents an account of one second-year children's nursing student's experiences in a community-based placement with a school nursing team. A school nurse appointment was reflected on where advice was offered to a 13-year-old student with sleep difficulties, low affect and lethargy, which included avoiding caffeinated drinks, reducing use of a laptop and mobile phone before going to sleep, and establishing a regular bedtime routine. Providing nursing care to this young person enabled the nursing student to improve their decision-making skills, become more self-aware, increase their confidence when communicating with a patient and reinforce the importance of applying theory to practice. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

NASN position statement: Sexual orientation and gender identity/expression (sexual minority students): school nurse practice.

Science.gov (United States)

Bradley, Beverly; Kelts, Susan; Robarge, Deb; Davis, Catherine; Delger, Suzey; Compton, Linda

2013-03-01

It is the position of the National Association of School Nurses that all students, regardless of their sexual orientation or the sexual orientation of their parents and family members, are entitled to a safe school environment and equal opportunities for a high level of academic achievement and school participation/involvement. Sexual minority persons are those who identify themselves as gay, lesbian, or bisexual (LGB) or are unsure of their sexual orientation, or those who have had sexual contact with persons of the same sex or both sexes (Kann et al., 2011). Sexual minority is thought to be a more inclusive and neutral term. For the purposes of this statement, the term sexual minority will be used in lieu of LGBTQ (lesbian, gay, bisexual, transgender, or questioning).

Collaborative Learning and Competence Development in School Health Nursing

Science.gov (United States)

Nordentoft, Helle Merete; Wistoft, Karen

2012-01-01

Purpose: The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach: The article is based…

“As a Parent You Become a Tiger”: Parents Talking about Bullying at School

OpenAIRE

Hale, R.; Fox, C. L.; Murray, M.

2017-01-01

Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent’s perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts...

[A comparison on general education curriculum of 4-year and 3-year nursing schools in Korea].

Science.gov (United States)

Kim, Sook-Young; Joung, Sun-Ei; Hwang, Chung-Il

2011-02-01

This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

Science.gov (United States)

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

The Impact of Comprehensive School Nursing Services on Students' Academic Performance

Directory of Open Access Journals (Sweden)

Deniz Kocoglu

2017-03-01

Full Text Available Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Care of Victims of Child Maltreatment: The School Nurse's Role. Position Statement

Science.gov (United States)

Ondeck, Lynnette; Combe, Laurie; Feeser, Cindy Jo; King, Rebecca

2014-01-01

It is the position of the National Association of School Nurses (NASN) that prevention, early recognition, intervention and treatment of child maltreatment are critical to the physical well-being and academic success of students. Registered professional school nurses (hereinafter referred to as school nurses) serve a vital role in the recognition…

Nurse-Led School-Based Child Obesity Prevention

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Tucker, Sharon; Lanningham-Foster, Lorraine M.

2015-01-01

School-based childhood obesity prevention programs have grown in response to reductions in child physical activity (PA), increased sedentariness, poor diet, and soaring child obesity rates. Multiple systematic reviews indicate school-based obesity prevention/treatment interventions are effective, yet few studies have examined the school nurse role…

Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

Science.gov (United States)

Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

2016-01-01

Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

Understanding the dynamics of parent involvement in schooling ...

African Journals Online (AJOL)

Understanding the dynamics of parent involvement in schooling within the poverty context. ... South African Journal of Education ... understand the realities and dynamics facing parents when attempting to be involved in their child\\'s schooling.

Barriers to Asthma Management for School Nurses: An Integrative Review

Science.gov (United States)

Hanley Nadeau, Ellen; Toronto, Coleen E.

2016-01-01

Childhood asthma is a growing health concern. Asthma is the most common chronic illness of childhood and a leading cause of emergency room visits, hospitalizations, and school absenteeism. School nurses play a valuable role in asthma management. The purpose of this integrative review is to examine barriers to asthma management for school nurses in…

Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

Science.gov (United States)

Quinn, Brenna L; Smolinski, Megan

2017-01-01

School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

Homework for Parents -- Your Child's Back-To-School Health Checklist

Science.gov (United States)

... to-treat form and give copies to the school nurse and any day care providers to keep in ... for children with special needs. Coordinate with the school nurse and your child’s physician to develop action plans ...

[Are we realistic about nursing research in nursing schools?].

Science.gov (United States)

Allin-Pfister, Anne-Claude

2006-12-01

Education in nursing research in nursing schools in Switzerland has been in existence for many years but has had little impact on professional practice. This kind of education does not meet the needs of the students and the profession. Education in nursing research must be adapted, must address epistemological questions and must be integrated into the entire training programme and not only be offered at the end of the education. It could be summarised in five dimensions: 1) professional teaching founded on research results; 2) the regular reading of research papers; 3) meetings with researchers; 4) teaching of research methodology adapted to the field; and 5) a dissertation adapted to the field and considering the conditions of students' research.

[Nutrition education in schools: potential resources for a teacher/nurse partnership].

Science.gov (United States)

Arboix-Calas, France; Lemonnier, Geneviève

2016-01-01

Nutrition education in schools must be based on a collaborative approach between teachers and school nurses. The objective of this study was to compare the nutrition education representations and practices of primary school teachers and school nurses in the Languedoc-Roussillon region in the South of France. We used the theoretical framework of complexity, which is particularly suited to multifactorial phenomena such as nutrition education. We interviewed 112 primary school teachers and 33 school nurses about three aspects of their nutrition education representations and practices: actors, content and place of nutrition education at school. Nurses had a more comprehensive and complex approach to nutrition education, including a collaborative approach. However, teachers had a fairly simplistic view of nutrition education and their practice took little account of the psychosocial dimensions of nutrition and a collaborative approach. Nurses could be resources for teachers to help them change their approach to health by transforming a purely biomedical approach to health and nutrition into a more comprehensive approach, particularly taking into account in its psychological and social dimensions, which would be more appropriate to address the growing prevalence of diet-related chronic diseases in France today.

School Nurse Inspections Improve Handwashing Supplies

Science.gov (United States)

Ramos, Mary M.; Schrader, Ronald; Trujillo, Rebecca; Blea, Mary; Greenberg, Cynthia

2013-01-01

BACKGROUND Handwashing in the school setting is important for infectious disease control, yet maintaining adequate handwashing supplies is often made difficult by lack of funds, limited staff time, and student vandalism. This study measured the availability of handwashing supplies for students in New Mexico public schools and determined the impact of scheduled school nurse inspections on the availability of handwashing supplies. METHODS Participating school districts in New Mexico were matched by size and randomized into intervention and control groups. Baseline inspections were conducted in November 2008 followed by 2 subsequent bimonthly inspections. For each student bathroom, the presence or absence of soap and either paper towels or hand dryers was indicated on an inspection checklist. The intervention group reported findings to the New Mexico Department of Health (NMDOH) and to school administrative and custodial staff requesting that any identified problems be addressed. The control group reported inspection findings to the NMDOH only. Descriptive analyses were conducted to determine the proportion of bathrooms with soap and either paper towels or hand dryers. Comparisons were made between the intervention schools and the control schools at baseline and during the intervention period. RESULTS The intervention group had significantly higher probability of bathrooms being supplied with soap (p school nurse inspections of hand hygiene supplies, with reporting to appropriate school officials, can improve the availability of handwashing supplies for students. PMID:21592131

The preparedness of schools to respond to emergencies in children: a national survey of school nurses.

Science.gov (United States)

Olympia, Robert P; Wan, Eric; Avner, Jeffrey R

2005-12-01

Because children spend a significant proportion of their day in school, pediatric emergencies such as the exacerbation of medical conditions, behavioral crises, and accidental/intentional injuries are likely to occur. Recently, both the American Academy of Pediatrics and the American Heart Association have published guidelines stressing the need for school leaders to establish emergency-response plans to deal with life-threatening medical emergencies in children. The goals include developing an efficient and effective campus-wide communication system for each school with local emergency medical services (EMS); establishing and practicing a medical emergency-response plan (MERP) involving school nurses, physicians, athletic trainers, and the EMS system; identifying students at risk for life-threatening emergencies and ensuring the presence of individual emergency care plans; training staff and students in first aid and cardiopulmonary resuscitation (CPR); equipping the school for potential life-threatening emergencies; and implementing lay rescuer automated external defibrillator (AED) programs. The objective of this study was to use published guidelines by the American Academy of Pediatrics and the American Heart Association to examine the preparedness of schools to respond to pediatric emergencies, including those involving children with special care needs, and potential mass disasters. A 2-part questionnaire was mailed to 1000 randomly selected members of the National Association of School Nurses. The first part included 20 questions focusing on: (1) the clinical background of the school nurse (highest level of education, years practicing as a school health provider, CPR training); (2) demographic features of the school (student attendance, grades represented, inner-city or rural/suburban setting, private or public funding, presence of children with special needs); (3) self-reported frequency of medical and psychiatric emergencies (most common reported school

The School Nurse's Role in Behavioral Health of Students. Position Statement

Science.gov (United States)

McDermott, Elizabeth; Bohnenkamp, Jill Haak; Freedland, Mary; Baker, Dian; Palmer, Karla

2017-01-01

It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses (hereinafter referred to as school nurses) serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health is as critical to…

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

Science.gov (United States)

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

Gender-based generalisations in school nurses' appraisals of and interventions addressing students' mental health.

Science.gov (United States)

Rosvall, Per-Åke; Nilsson, Stefan

2016-08-30

There has been an increase of reports describing mental health problems in adolescents, especially girls. School nurses play an important role in supporting young people with health problems. Few studies have considered how the nurses' gender norms may influence their discussions. To investigate this issue, semi-structured interviews focusing on school nurses' work with students who have mental health problems were conducted. Transcripts of interviews with Swedish school nurses (n = 15) from the Help overcoming pain early project (HOPE) were analysed using theories on gender as a theoretical framework and then organised into themes related to the school nurses' provision of contact and intervention. The interviewees were all women, aged between 42-63 years, who had worked as nurses for 13-45 years, and as school nurses for 2-28 years. Five worked in upper secondary schools (for students aged 16-19) and 10 in secondary schools (for students aged 12-16). The results show that school nurses more commonly associated mental health problems with girls. When the school nurses discussed students that were difficult to reach, boys in particular were mentioned. However, very few nurses mentioned specific intervention to address students' mental health problems, and all of the mentioned interventions were focused on girls. Some of the school nurses reported that it was more difficult to initiate a health dialogue with boys, yet none of the nurses had organized interventions for the boys. We conclude that generalisations can sometimes be analytically helpful, facilitating, for instance, the identification of problems in school nurses' work methods and interventions. However, the most important conclusion from our research, which applied a design that is not commonly used, is that more varied approaches, as well as a greater awareness of potential gender stereotype pitfalls, are necessary to meet the needs of diverse student groups.

Alabama Parenting Questionnaire-9: Longitudinal Measurement Invariance Across Parents and Youth During the Transition to High School.

Science.gov (United States)

Gross, Thomas J; Fleming, Charles B; Mason, W Alex; Haggerty, Kevin P

2017-07-01

The Alabama Parenting Questionnaire nine-item short form (APQ-9) is an often used assessment of parenting in research and applied settings. It uses parent and youth ratings for three scales: Positive Parenting, Inconsistent Discipline, and Poor Supervision. The purpose of this study is to examine the longitudinal invariance of the APQ-9 for both parents and youth, and the multigroup invariance between parents and youth during the transition from middle school to high school. Parent and youth longitudinal configural, metric, and scalar invariance for the APQ-9 were supported when tested separately. However, the multigroup invariance tests indicated that scalar invariance was not achieved between parent and youth ratings. Essentially, parent and youth mean scores for Positive Parenting, Inconsistent Discipline, and Poor Supervision can be independently compared across the transition from middle school to high school. However, comparing parent and youth scores across the APQ-9 scales may not be meaningful.

Availability of school health services for young children.

Science.gov (United States)

Heneghan, A M; Malakoff, M E

1997-10-01

A survey to assess availability of school health services was distributed to 221 directors of Schools of the 21st Century, an educational model that provides integrated services to children and families. Of this distribution, 126 (57%) surveys were returned; 88% of respondents reported they provided some type of school health services for their students; 75% of schools had access to school nursing services, yet only 33% had a school nurse on-site; 50% had less than daily access to a school nurse. Despite a high reported prevalence of physical and mental health problems, other services such as acute care, nutrition counseling, dental screenings, or mental health services were provided less frequently. Barriers perceived as problematic for schools providing health services included inadequate funding, limited parental awareness, and opposition by school or community members. Respondents believed transportation, limited financial resources, and inadequate health insurance were barriers to care for children and families. Among this sample of schools, school health services varied in availability and comprehensiveness. Educators, health providers, and parents must work together to provide improved school health services for children.

Later School Start Times: What Informs Parent Support or Opposition?

Science.gov (United States)

Dunietz, Galit Levi; Matos-Moreno, Amilcar; Singer, Dianne C; Davis, Matthew M; O'Brien, Louise M; Chervin, Ronald D

2017-07-15

To investigate parental knowledge about adolescent sleep needs, and other beliefs that may inform their support for or objection to later school start times. In 2014, we conducted a cross-sectional, Internet-based survey of a nationally representative sample of parents as part of the C.S. Mott Children's Hospital National Poll on Children's Health. Parents with teens aged 13-17 years reported their children's sleep patterns and school schedules, and whether the parents supported later school start times (8:30 am or later). Responses associated with parental support of later school start times were examined with logistic regression analysis. Overall, 88% of parents reported school start times before 8:30 am, and served as the analysis sample (n = 554). In this group, 51% expressed support for later school start times. Support was associated with current school start times before 7:30 am (odds ratio [OR] = 3.1 [95% confidence interval (CI) 1.2, 8.4]); parental opinion that their teen's current school start time was "too early" (OR = 3.8 [1.8, 7.8]); and agreement with American Academy of Pediatrics recommendations about school start times (OR = 4.7 [2.2, 10.1]). Support also was associated with anticipation of improved school performance (OR = 3.0 [1.5, 5.9]) or increased sleep duration (OR = 4.0 [1.8, 8.9]) with later school start times. Conversely, parents who anticipated too little time for after-school activities (OR = 0.5 [0.3, 0.9]) and need for different transportation plans (OR = 0.5 [0.2, 0.9]) were often less supportive. Parental education about healthy sleep needs and anticipated health benefits may increase their support for later school start times. Educational efforts should also publicize the positive experiences of communities that have made this transition, with regard to limited adverse effect on after-school activity schedules and transportation. © 2017 American Academy of Sleep Medicine

Principals' and Teachers' Practices about Parent Involvement in Schooling

Science.gov (United States)

Erdener, Mehmet Akif

2016-01-01

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

Teachers' Perceptions of Full- and Part-Time Nurses at School

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Biag, Manuelito; Srivastava, Ashini; Landau, Melinda; Rodriguez, Eunice

2015-01-01

Teachers and school nurses partner together to help ensure students stay healthy and engaged in school. The purpose of this study is to generate a deeper understanding of teachers' perceptions on the benefits and challenges of working with full- or part-time school nurses. We conducted a qualitative analysis of open-ended survey responses from 129…

Association between knowledge and attitudes of school nurses towards epilepsy and the risk of accidents in Greek schools.

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Toli, Theodora; Sourtzi, Panagiota; Tsoumakas, Konstantinos; Kalokerinou-Anagnostopoulou, Athena

2013-05-01

School nurses have the ability to enhance the knowledge and tolerance of an entire community and to form more positive and sensitized attitudes to future adults. The aim of this study was to investigate the relationship between the knowledge and attitudes of nurses and the frequency of accidents caused by epilepsy in Greek schools. Our sample consisted of 306 school nurses from all over the country. It was observed that the knowledge of school nurses on epilepsy was quite high, although there were specific aspects that raise concerns on their preparedness to respond to seizure-related emergencies, while their attitudes, although positive, still need improvement. Accidents caused by epilepsy were reported by half of the nurses, and prevention was considered of major importance. Therefore, organized continuous education programs and clear guidelines by the responsible authorities would help school nurses provide better services to students with epilepsy. Copyright © 2013 Elsevier Inc. All rights reserved.

IEP, IHP, and Section 504 Primer for New School Nurses.

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Galemore, Cynthia A; Sheetz, Anne H

2015-03-01

Three types of documents and their frequently used acronyms play a vital role in ensuring that students with disabilities have the planning, services, and accommodations necessary to facilitate attendance and success in the school setting. Federal and state laws, as well as state nurse practice acts, govern the process and eligibility of students for these services. School nurses play a vital role in these processes, and new school nurses benefit from a comparison of the terms along with a historical explanation of the acronyms. © 2015 The Author(s).

Epinephrine Policies and Protocols Guidance for Schools: Equipping School Nurses to Save Lives.

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Tanner, Andrea; Clarke, Carrie

2016-01-01

In response to limited direction given by legislative bodies to school nurses about how to implement state-mandated or recommended stock epinephrine programs in their schools, NASN convened a workgroup of invested stakeholders. This workgroup was challenged to equip school nurses with the necessary tools to develop policies and protocols regarding stock epinephrine in their school districts. The dynamic workgroup subcommittees focused on policies, procedures, and reporting tools. This article reviews the results of the subcommittees' work and the overall collaboration within the workgroup. This article provides clear, nationally recognized guidance on the best practice for establishing stock epinephrine policies and protocols with reporting tools at the local school district level. © 2015 The Author(s).

Eliciting Parents' Individual Requirements for an Inclusive Digital School System.

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Eftring, Håkan; Rassmus-Gröhn, Kirsten; Hedvall, Per-Olof

2016-01-01

Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.

Mediating Effect of School Nurses' Self Efficacy between Multicultural Attitude and Cultural Sensitivity in Korean Elementary Schools

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Min Hyun Suk, PhD, RN

2015-09-01

Conclusions: Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families.

Parental Learning and School Readiness in the Gearing Up for Kindergarten Program

Directory of Open Access Journals (Sweden)

Sharon Query

2013-06-01

Full Text Available Entering kindergarten is a key moment in a young child’s life, and parents are a child’s first teacher. What can guide parents as they assist children with school readiness? Gearing Up for Kindergarten is an intensive parent education and school readiness program designed to help parents and children prepare for school. Gearing Up for Kindergarten is a parent education program that combines early learning opportunities for pre-kindergarten children with parent education opportunities for adults. This study presents findings from evaluation efforts conducted with 59 Gearing Up for Kindergarten adult participants during the 2006-2007 school year. Participants in the program demonstrated (1 high satisfaction with program quality and experiences, (2 impacts on parental knowledge and confidence, and (3 significant and positive changes in parental practices related to school readiness. Implications for parent education and programs intended to strengthen school readiness among pre-kindergarten children are explored. Parent education on school readiness can provide a substantive resource as parents help their children develop and become ready for the school years.

Working With Children in Families With Parental Substance Abuse: Nurses' Experiences and Complexity in Relationships.

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Wallström, Rebecca; Persson, Renée Ståleborg; Salzmann-Erikson, Martin

2016-06-01

Children who grow up in families with parental substance abuse are exposed to increased risk of developing a variety of disorders. As nurses encounter these children, it is important for them to be supportive. The aim of the current study was to describe nurses' experiences and reflections regarding their work with children in families with parental substance abuse. A qualitative descriptive approach was adopted. Seven nurses were interviewed, and data were analyzed using inductive content analysis. The results were presented in four categories: (a) nurses' responsibilities; (b) identification of children's social network; (c) ethical concerns; and (d) assessment and evaluation of children's behavior. Nurses' preventive work and intervention in dysfunctional families may have direct consequences on children's present and future development and well-being. [Journal of Psychosocial Nursing and Mental Health Services, 54(6), 38-44.]. Copyright 2016, SLACK Incorporated.

Parents' Views of Schools' Involvement Efforts

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Rodriguez, Raymond J.; Blatz, Erin T.; Elbaum, Batya

2014-01-01

Individual and focus group interviews were conducted with 96 parents of students with disabilities in 18 schools to explore parents' views of schools' efforts to engage them in their child's education. A mixed-methods approach was used to identify and evaluate the relative importance of eight themes related to schools' efforts…

Empowering Parents' Choice of Schools: The Rhetoric and Reality of How Hong Kong Kindergarten Parents Choose Schools under the Voucher Scheme

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Fung, Kit-Ho Chanel; Lam, Chi-Chung

2011-01-01

School choice gives parents greater power over their children's education. But ever since the Pre-primary Education Voucher Scheme (PEVS) was introduced in Hong Kong in 2007, school choice has become a hotly debated topic. The scheme was introduced to empower kindergarten parents in choosing a school for their children by offering them direct fee…

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

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Gordon, Shirley C.; Barry, Charlotte D.

2009-01-01

As health care institutions in the United States respond to shrinking budgets and nursing shortages by increasing the use of unlicensed assistive personnel (UAP), school nursing practice is changing from providing direct care to supervising activities delegated to UAP. Therefore, delegation is a critical area of concern for school nurses. The…

Influence of Perceptions on School Nurse Practices to Prevent Childhood Obesity

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Quelly, Susan B.

2014-01-01

Comprehensive childhood obesity prevention (COP) strategies should include increasing school nurse involvement. This study was conducted to determine the influence of key school nurse perceptions (self-efficacy, perceived benefits, and perceived barriers) on participation in COP practices at the individual child and school level. Florida…

Voices from School and Home: Arkansas Parents and Students Talk about Preparing for the World of Work and the Potential for Youth Apprenticeship. A Report on Focus Group Discussions.

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Jobs for the Future, Inc., West Somerville, MA.

This report summarizes several group discussions with parents of high school students, high school students, and nursing students regarding the world of work and the advantages and disadvantages of a youth apprenticeship program. Section I is an executive summary that describes the methodology, summarizes key attitudes toward youth apprenticeships…

What Data Do States Collect Related to School Nurses, School Health, and the Health Care Provided?

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Selekman, Janice; Wolfe, Linda C.; Cole, Marjorie

2016-01-01

School nurses collect data to report to their school district and state agencies. However, there is no national requirement or standard to collect specific data, and each state determines its own set of questions. This study resulted from a joint resolution between the National Association of State School Nurse Consultants and the National…

School Nursing in New Mexico: Partners in Education. Annual School Health Services Summary Report 2012-2013

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New Mexico Public Education Department, 2013

2013-01-01

The school nurse serves in an essential role to provide expertise and oversight for the provision of school health services and promotion of health Education. Using clinical knowledge and judgement, the school nurse plans and provides health care to students, performs health screenings and coordinates referrals to the medical home or private…

Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club.

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Singh, Harsimran; Matza, Maria; Latham, Christine

2017-06-01

Statistics representing professional health care providers do not adequately reflect the shift in the nation's diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students' interest and progress in health care-related higher education. A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.

Adolescents' Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools

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Cripps, Kayla; Zyromski, Brett

2009-01-01

Adolescence is a critical period of development. Previous research suggests parent involvement in school directly impacts student success. However, different types of parental involvement and the efforts of middle school personnel to educate parents about these effective practices have received scant attention in the literature. The level and type…

Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS.

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Santiago, Catherine Decarlo; Pears, Gillian; Baweja, Shilpa; Vona, Pamela; Tang, Jennifer; Kataoka, Sheryl H

2013-12-01

This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.

Factors Affecting School Choice: What Do Malaysian Chinese Parents Want?

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Siah, Poh Chua; Christina Ong, Sook Beng; Tan, Swee Mee; Sim, Chzia Poaw; Xian Thoo, Raphael Yi

2018-01-01

Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs…

Lesbian, gay and bisexual parents' experiences of nurses' attitudes in child health care-A qualitative study.

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Andersen, Anna-Eva; Moberg, Catherine; Bengtsson Tops, Anita; Garmy, Pernilla

2017-12-01

To describe lesbian, gay and bisexual parents' experiences of nurses' attitudes in child healthcare. Lesbian, gay and bisexual people are often reluctant to disclose their gender identity for fear of discrimination. This fear may lead to avoidance of healthcare for themselves or their children and may negatively affect families' health and well-being. A qualitative inductive design was employed. Semistructured interviews were conducted with 14 lesbian, gay or bisexual parents (11 mothers and three fathers) with child health care experiences in southern Sweden. Interviews were analysed using qualitative content analysis. Two themes were identified. One, a "sense of marginalisation," included lesbian, gay and bisexual parents' experiences of heteronormative attitudes among child healthcare nurses which led them to feel alienated and questioned as parents. Another, "being respected for who you are," included experiences of being respected and included at child healthcare appointments. Findings paint a complex picture of lesbian, gay and bisexual parents' interactions with child healthcare nurses in that they experienced both positive and negative attitudes. Knowledge gaps about lesbian, gay and bisexual families within the child healthcare field must be filled. Child health care nurses should work with the entire family to provide the best care for the child; however, discrimination in health care is common and often caused by a lack of knowledge. The number of children living with same-sex parents has increased more than ten-fold since the end of the 1990s. It is therefore important to explore lesbian, gay and bisexual parents' experiences with child healthcare nurses' attitudes to improve quality of care. © 2017 John Wiley & Sons Ltd.

Strategic analyses in nursing schools: attracting, educating, and graduating more nursing students: part I--strengths, weaknesses, opportunities, and threats analysis.

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Crow, Stephen M; Hartman, Sandra J; Mahesh, Sathiadev; McLendon, Christy L; Henson, Steve W; Jacques, Paul

2008-01-01

The shortage of nurses in the United States remains a persistent problem. Faced with this reality, nursing programs in colleges and universities continue to struggle to expand enrollment levels to meet the spiraling demand. This research uses familiar tools in strategic management: the strengths, weaknesses, opportunities, and threats (SWOT) analysis and stakeholder analysis as initial steps to draw more students to the profession of nursing. In a 2-round modified Delphi survey, chief administrators of schools of nursing identify the main SWOT of schools of nursing and the important internal and external stakeholders that influence nursing school success. The authors of the research suggest ways to use that knowledge to increase the enrollment level of nursing students. Part I of this research focuses on the SWOT analyses.

Supporting Student Mental Health: The Role of the School Nurse in Coordinated School Mental Health Care

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Bohnenkamp, Jill H.; Stephan, Sharon H.; Bobo, Nichole

2015-01-01

School nurses play a critical role in the provision of mental health services in the school environment and are valuable members of the coordinated student mental health team. They possess expertise to navigate in today's complicated educational and health care systems, and it is estimated that school nurses spend 33% of their time addressing…