The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

Hoskote, Ashwini R.; Croce, Emily; Johnson, Karen E.

doi:10.1177/10598405211068120

Cited by 19 publications

(8 citation statements)

References 56 publications

(109 reference statements)

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“…While participants reported initiating referrals to the school counselor, the school nurse was not utilized. School nurses have the skills to engage in early identification, intervention, and referral for mental health concerns (McCabe et al., 2022; NASN, 2021) and may be the only clinical resource in schools (Hoskote et al., 2022; McCabe et al., 2022). Collaboration can be beneficial as teachers spend a significant amount of time with students and are in an ideal position to observe and identify students’ behavioral and mental health changes (Ekornes, 2015; Shelemy et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Whereas K‐12 teachers can offer their constant observation and noticing of shifts in student behavior, school nurses possess expertise in screening and referrals to mitigate suicidal risk (NASN, 2018). While the literature is limited regarding school nurse and teacher collaboration for student mental health needs (Hoskote et al., 2022), these two professionals often collaborate on the management of chronic diseases and other medical needs of students (Anderson et al., 2018; Best et al., 2018; Schaffer et al., 2016). Since, these collaborations have had a positive impact on student health outcomes (Blackwell et al., 2017; Pufpaff et al., 2015), it is reasonable to examine how collaborative efforts might improve student outcomes related to mental health.…”

Section: Introductionmentioning

confidence: 99%

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Student safety in middle school: Implications for school nurse and teacher collaboration

Pestaner

Tyndall

Powell

2022

Public Health Nursing

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Objective: Adolescent suicide is a public health crisis. School connectedness, a protective factor, may be especially important in low-income rural schools, with fewer resources and higher rates of suicide as compared to urban schools. The purpose of this study was to explore teacher perceptions of safety and school connectedness in a low-income, rural middle school, and implications for collaborative practice between school nurses and teachers. Design and Sample:A qualitative secondary data analysis was used. Data were taken from transcripts from four focus groups comprised of middle school teachers (n = 20).Measurement: An inductive approach to content analysis was conducted using in vivo Coding and Venn diagrams.Results: Three themes were identified: (1) defiant and aggressive student behaviors were safety concerns, as teachers perceived they may be obscuring mental health needs; (2) teachers were sometimes placed in a position to assist students with safety management strategies; and (3) managing safety concerns was an obstacle to building connectedness, as reflected in safety and school connectedness. Conclusion:Collaborative strategies between school nurses and teachers are essential to identify student behaviors that may be masking mental health needs. Strategies have the potential to enhance school connectedness and support student safety.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student safety in middle school: Implications for school nurse and teacher collaboration

Pestaner

Tyndall

Powell

2022

Public Health Nursing

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“…School nurses collaborate, when needed, with teachers, administrators, and school counselors, as well as the primary health care providers and families, to ensure whole-child care is provided. This planning and intervention are critical components of the nursing process and can influence primary, secondary, and tertiary prevention of the deleterious effects of poor emotional and mental health on young students in the learning environment (Hoskote et al, 2022). The Teddy Bear Clinic is an example of using play therapy to screen for and to assess for any potential areas of concern regarding an individual student’s health and wellbeing, including their mental and emotional health.…”

Section: Developing and Implementing A Teddy Bear Clinicmentioning

confidence: 99%

The Teddy Bear Clinic: Engaging School-Aged Children in Health Education

Alexander-Ruff,

Ruff,

Roper

et al. 2023

NASN School Nurse

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This article describes the use of play therapy in a school-based health clinic on an American Indian Reservation. The project used the play therapy model, a nursing intervention focused on using play materials in a therapeutic manner as a form of communication and self-expression for children, enhancing the development of social, emotional, and behavioral skills through the nursing process. The purpose of the Teddy Bear Clinic was to establish relationships among non-Native student nurses and Native American children and their community on a Northern Plains Indian Reservation. A discussion of the potential benefits addresses opportunities for school nurses and student nurses to enhance their understanding of children’s perceptions of the health care clinic and the effects of historical trauma on the health and wellbeing of Native American children while offering an opportunity for young children to engage in the health care setting in a fun way, without fear or discomfort is provided.

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“…Two integrative reviews recently published in this journal lend support to this hypothesis. Hoskote and colleagues (2022) found little evidence of active engagement by school nurses in mental health service delivery to adolescents and when provided, interventions were individual-focused and part of care coordination. Kaskoun and McCabe (2022) determined that addressing students’ mental health needs was a school nurse priority but skill development, continuing education and recognition as a contributing member of the care team were key to supporting integration of mental health care into school nursing practice.…”

mentioning

confidence: 94%