Daily physical activity has the potential to improve health and well-being, yet worldwide surveillance of physical activity levels indicate a growing number of children and adolescents do not meet current physical activity recommendations. The current symptom-reactive paradigm should be reconsidered, and preventive actions initiated, before inactive children become resistant to targeted interventions and require pharmacotherapy, and expensive medical procedures for treatment of preventable illnesses. A cascade of adverse events are associated with a sedentary lifestyle. Nurses are uniquely qualified to identify youth with exercise deficits and encourage daily participation in a variety of age-related physical activities that enhance both health- and skill-related components of physical fitness.Physical activity guidelines should support evidence-based activity recommendations by nurses working with children. New insights regarding the importance of improving muscular strength and motor skill performance early in life are valuable to nurses in formulating exercise recommendations for school-age youth. Specific education in pediatric exercise science provides the foundation for prescribing age-related exercise interventions consistent with the needs, abilities, and interests of infants, toddlers, children, and adolescents. Given the critical importance of primary prevention, transformational change in the current system for identifying and treating youth with exercise deficits is warranted.
Background: During the COVID-19 pandemic, virtual clinical learning assignments replaced onsite clinical instruction in many prelicensure nursing programs, but the alignment of those learning experiences to end-of-program outcomes was unknown.Purpose: This article describes the process and results of mapping student competencies gained via virtual patient simulation experiences to a program's end-of-program outcomes and accrediting standards. Methods: A faculty team followed the process of curriculum mapping as described in the literature to evaluate the effectiveness of the program's virtual clinical learning product in addressing end-of-program outcomes. Results:The mapping process identified where competencies were being met, which needed enhancing or were redundant, and where gaps existed. Conclusions: Curriculum mapping is an effective strategy in evaluating whether virtual patient simulation learning experiences support end-of-program outcomes. Mapping learning activities to outcomes will be fundamental to curriculum development and evaluation as schools of nursing integrate accrediting standards.
School nurses have provided routine health screenings of school-age children for decades. During the 1970s, recommendations for school scoliosis screening, which were based upon poor access to health care, led state boards of education to mandate that school nurses screen for scoliosis. The history of mandated scoliosis screening in U.S. schools is reviewed, and current school nurse practices for scoliosis screening are presented. Elevated referral rates for repeat scoliosis examination following school scoliosis screenings have led to questions of efficacy. Further controversy exists regarding school nurses screening for scoliosis due to a lack of evidence indicating a decreased need for scoliosis surgery. This article contains evidence-based recommendations for discontinuing school scoliosis screening to help school nurses refocus their efforts on complex health needs and preventive health issues more likely to impact the majority of their students.
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