Framework for 21st Century School Nursing Practice

Maughan, Erin D.; Bobo, Nichole; Butler, Sarah; Schantz, Shirley

doi:10.1177/1942602x15618644

Cited by 260 publications

(69 citation statements)

References 22 publications

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“…According to the National Association of School Nurses, (NASN), school nurses are required to conduct screenings, referrals, and follow-up activities in schools as part of their role to provide secondary prevention services for health concerns that can be detected early and treated in a timely manner [18]. A systemic review of role and impact of school nurses reported that vision screening and referrals provided as part of health promotion and disease prevention efforts, were some of the most promising services provided by school nurses in American elementary schools and approximately 66% of referrals to school nurses were for screening [19].…”

Section: Introductionmentioning

confidence: 99%

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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Approximately 20% of school-age children have a vision problem. Screening is an effective way to detect visual impairments, although only if adequate follow-up is available. Here, we evaluate the impact of hiring full-time nurses in four underserved schools on the likelihood of increasing follow-up for treatment after vision screening. First, we compared descriptive screening follow-up data from the intervention schools with that of five matched schools with part-time nurses in San Jose, California, from 2008 to 2012. The intervention schools had around 2800 low-income, minority children each year, and the five comparison schools had around 3445. Secondly, we conducted a qualitative analysis of open-ended survey responses from 129 teachers in the nine participating schools. In the final year, 96% of the students screened and referred for possible vision problems in schools with full-time nurses were followed up and examined by a health care provider. Yet, only 67% of students screened in comparison schools were examined. Teachers in schools with full-time nurses reported that follow-up of vision problems and getting glasses for students was the most beneficial activity performed by the nurses. School nurses can effectively increase medical care coordination and follow-up of vision screening in low-income communities.

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Section: Introductionmentioning

confidence: 99%

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Rodríguez

Srivastava

Landau

2018

IJERPH

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“…This is clearly evidenced in numerous national and international research reports and studies (Sherriff et al., ; Attwood & Smith, ; Carroll, Lloyd‐Jones, Cooke, & Owen, ; Hayter, Owen, & Cooke, ; Owen et al., ). In England, school nurses are qualified nurses with specialist training in the public health needs of school‐aged children and young people (Department of Health, ; Jenkins, ; Maughan, Bobo, Butler, Schantz, & Schoessler, ). The “School Health Service” aims to provide programmes and interventions to prevent inequalities, as well as promote and support healthy outcomes for children and young people in educational settings (Department of Health (DH), , ; Public Health England (PHE), , ).…”

Section: Introductionmentioning

confidence: 99%

Listening for commissioning: A participatory study exploring young people's experiences, views and preferences of school‐based sexual health and school nursing

Aranda

Coleman²,

Sherriff

et al. 2017

Journal of Clinical Nursing

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Funding informationThe paper draws on insights gained from engagement and participation activities, commissioned by an English Local Authority (LA) in 2015, which aimed to provide greater understanding of the views and experiences of young people in relation to health improvement services and initiatives. The LA developed the overall brief, main research questions and helped guide the work. The findings have been used by the LA to help inform service changes and develop a transformational health improvement programme in school settings. Aims and objectives:To explore the experiences, views and preferences of young people aged 11-19 years regarding school-based sexual health and school nursing to inform commissioning and delivery for one local authority area in England during 2015.Background: Promoting sexual health for young people remains a challenging, even controversial, but important public health issue. Concerns regarding accessibility, acceptability and efficacy in school-based sexual health and school nursing are evident in the literature. Additionally, a complex public health policy context now governs the funding, provision and delivery of sexual health and school nursing, which potentially presents further challenges.Design: A qualitative, participatory design was used to explore sexual health and school nursing. Data were generated from 15 focus groups (n = 74), with young people aged 11-19 years, in educational-based settings in one local authority area in England.Results: The resultant themes of visibility in relation to sexual health education and school nursing revealed both the complex tensions in designing and delivering acceptable and appropriate sexual health services for young people and the significance of participatory approaches. Conclusion:Our study shows the importance of participatory approaches in working with young people to clearly identify what they want and need in relation to sexual health. The findings also confirm the ways in which school-based sexual health remains challenging but requires a theoretical and conceptual shift. This we argue must be underpinned by participatory approaches.Relevance to clinical practice: School nurses have always had a significant role to play in promoting positive sexual health for young people and they are exceptionally well placed to challenge the risk-based cultures that frequently dominate schoolbased sexual health. A shift of debates and practices towards the promotion of positive sexual health cultures though previously argued for now requires the active engagement and involvement of young people. Sherriff et al., 2011; Attwood & Smith, 2014;Carroll, Lloyd-Jones, Cooke, & Owen, 2012;Hayter, Owen, & Cooke, 2012; Owen et al., 2010). In England, school nurses are qualified nurses with specialist training in the public health needs of school-aged children and young people (Department of Health, 2012a;Jenkins, 2016;Maughan, Bobo, Butler, Schantz, & Schoessler, 2015). The "School Health Service" aims to provide programmes and interventions to p...

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“…Internationally, school nurses work in public schools to provide health education, surveillance, and clinical services and to participate in setting-oriented public health and health promotion programs [20,21]. Specially trained nurses can conduct individualized and population-based health education, health promotion and health literacy enhancement for different target groups within the school setting [22].…”

Section: Introductionmentioning

confidence: 99%

“…Effective school nurses are highly trained professionals. They have a wide range of clinical, social, and educative competencies, combine nursing expertise, trustworthiness, presence and discretion, and can act as an advocate for children's health concerns [18,21,26]. Compared with teachers, nurses do not assess learning achievements and therefore are more readily able to demonstrate "empathy, compassion, nurturance and uncritical acceptance" [27].…”

Section: Introductionmentioning

confidence: 99%

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

Buhr

Ewers

Tannen

2020

IJERPH

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Health literacy (HL) plays a key role in explaining health disparities. School nurses (SN) provide health related expertise within the school setting. A positive effect on the HL of children but also their teachers and parents has been suggested by some research, but gaps persist in the available information. As a pilot project, SN, which are not common in German schools, were placed in 28 public elementary and secondary schools in two German states. Children (11+ years, n = 2773), parents (n = 3978) and teachers (n = 420) participated in a 2017 baseline (T0) survey. Data collection was repeated in 2018 (T1). HL was measured using the Health Literacy for School-Aged Children scale (HLSAC) (children) and the European Health Literacy Short Scale (HLS-EU-Q16) (adults). Descriptive and multivariate data analyses were carried out. The HL of all groups increased between T0 and T1. Low child HL decreased from 17.9% to 14.9%. Problematic and inadequate HL dropped from 43.8% to 38.8% among parents and from 49.9% to 45.8% among teachers. Improvements were significant for children and parents but not for the teachers. Despite the relatively short intervention period and a relatively non-specific spectrum of interventions, there is some evidence that SN may contribute to strengthening HL within the school setting. The longer-term effects of SN on health literacy and child health should be further examined. For this, a clearer conceptualization of the scope of work of the SN in Germany including their educational interventions is imperative.

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Framework for 21st Century School Nursing Practice

Cited by 260 publications

References 22 publications

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Increasing Screening Follow-Up for Vulnerable Children: A Partnership with School Nurses

Listening for commissioning: A participatory study exploring young people's experiences, views and preferences of school‐based sexual health and school nursing

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

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