School Nurse Online Emergency Preparedness Training

Elgie, Robert; Sapién, Robert; Fullerton, Lynne; Moore, Brian

doi:10.1177/1059840510372090

Cited by 25 publications

(16 citation statements)

References 17 publications

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“…The evaluation of the young people's nutritional health training formulated the three discussed themes. The particular increase in the school nurses confidence was evident within the focus group which mirrors the link between training and confidence increase the literature evidenced (Atal, Patrick and Wang, 2016;Elgie et al, 2010;Jordan, Mackay and Woods, 2016). There was a feeling that the training 'reinforced' knowledge and therefore in turn increased the school nurses' confidence in practice (Crevacore, Jonas-Dwyer and Nicol, 2016;Crooks et al, 2005;Lundberg, 2008).…”

Section: Conclusion and Recommendationssupporting

confidence: 53%

The knowledge and confidence of school nurses following training to promote nutritional health

Greenshields

2018

British Journal of School Nursing

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This study is part of a larger project that aims to develop evidence-based training and resources for school nurses to support young people with their nutritional health ( Burdett, 2015 ). The purpose of this action research study was to explore the impact upon the knowledge and confidence of school nurses following the completion of the nutritional health training. A pre-training questionnaire was provided to all school nurses prior to attending the ‘champion training’ in order to gather baseline information on the knowledge and confidence of the school nurse. A further questionnaire was provided to the school nurses one month following the training, along with the provision of resources. One focus group of five school nurses who attended the training was then completed, to explore the themes from the questionnaires. When analysing the post-course questionnaires, there was a significant impact upon the school nurses self-assessed confidence levels as well as the ability to articulate the health impact of obesity on young people. The questionnaires suggest that the training had a positive impact on school nurses' confidence in particular. The themes highlighted from the focus group were ‘increased knowledge but particularly confidence’, ‘barriers going forward’ and ‘areas for improvement’. Both the returned questionnaires and the focus group were able to highlight barriers going forward, which may inhibit the sustained impact on the knowledge and confidence discussed above. The area for improvement that the focus group appeared to be most vocal and passionate about was how to disseminate the training as ‘champion’. It is unknown as to whether the training has had an impact on practice in the long term and how it translates when the ‘champions’ disseminate the training within their own teams. It would be beneficial to complete further longitudinal qualitative research to explore these themes.

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Section: Conclusion and Recommendationssupporting

confidence: 53%

The knowledge and confidence of school nurses following training to promote nutritional health

Greenshields

2018

British Journal of School Nursing

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“…However, we identified sustainable strategies, which included incorporating the curricula into lesson plans that continued year-to-year (eg, math lessons, writing), acknowledging MA-CORD activities in performance evaluations, and schoolwide policies supporting messages taught during lessons (eg, no sugary drinks on campus). Additionally, online training modules are being considered as a low-cost way to train a school’s staff on health topics (28) and could be a way to overcome issues related to staff turnover. One study found no significant difference in adoption of an after-school nutrition and physical activity intervention when the staff were trained online versus face-to-face (29).…”

Section: Discussionmentioning

confidence: 99%

Using School Staff Members to Implement a Childhood Obesity Prevention Intervention in Low-Income School Districts: the Massachusetts Childhood Obesity Research Demonstration (MA-CORD Project), 2012–2014

et al. 2017

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IntroductionAlthough evidence-based interventions to prevent childhood obesity in school settings exist, few studies have identified factors that enhance school districts’ capacity to undertake such efforts. We describe the implementation of a school-based intervention using classroom lessons based on existing “Eat Well and Keep Moving” and “Planet Health” behavior change interventions and schoolwide activities to target 5,144 children in 4th through 7th grade in 2 low-income school districts.MethodsThe intervention was part of the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) project, a multisector community-based intervention implemented from 2012 through 2014. Using mixed methods, we operationalized key implementation outcomes, including acceptability, adoption, appropriateness, feasibility, implementation fidelity, perceived implementation cost, reach, and sustainability.ResultsMA-CORD was adopted in 2 school districts that were facing resource limitations and competing priorities. Although strong leadership support existed in both communities at baseline, one district’s staff reported less schoolwide readiness and commitment. Consequently, fewer teachers reported engaging in training, teaching lessons, or planning to sustain the lessons after MA-CORD. Interviews showed that principal and superintendent turnover, statewide testing, and teacher burnout limited implementation; passionate wellness champions in schools appeared to offset implementation barriers.ConclusionFuture interventions should assess adoption readiness at both leadership and staff levels, offer curriculum training sessions during school hours, use school nurses or health teachers as wellness champions to support teachers, and offer incentives such as staff stipends or play equipment to encourage school participation and sustained intervention activities.

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“…Elgie at al. [ 26 ] found that online training modules were a valuable resource for improving school nurses’ knowledge and skills regarding management of emergencies, but they might not affect participants' confidence. We observed that some nurses who knew first-aid procedures in the avulsion of permanent dentition did not feel confident enough to provide a tooth replantation.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2016

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BackgroundThe 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.MethodsA 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 Chi2 tests with the level of statistical significance at p < 0.05.ResultsThe final sample consisted of 164 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 < 0.001). Being a witness to dental trauma (p = 0.0032) and working in 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.ConclusionsThe evaluated nurses were in need of education with regard to the management of dental trauma cases. The Internet should be used to deliver evidence-based knowledge to medical staff working at schools.

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School Nurse Online Emergency Preparedness Training

Cited by 25 publications

References 17 publications

The knowledge and confidence of school nurses following training to promote nutritional health

The knowledge and confidence of school nurses following training to promote nutritional health

Using School Staff Members to Implement a Childhood Obesity Prevention Intervention in Low-Income School Districts: the Massachusetts Childhood Obesity Research Demonstration (MA-CORD Project), 2012–2014

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

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