Pub Date : 2023-09-01Epub Date: 2023-07-27DOI: 10.1177/1942602X231187211
Cynthia A Galemore
{"title":"Keys to Success in School Nursing: Community, Collegiality, and Continuous Learning.","authors":"Cynthia A Galemore","doi":"10.1177/1942602X231187211","DOIUrl":"10.1177/1942602X231187211","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 5","pages":"226-228"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10405206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/1942602X231171329
Carol Schaumleffel
Inflammatory bowel disease (IBD) is an umbrella term for two chronic and recurrent digestive conditions, Crohn's disease (CD) and ulcerative colitis (UC). Both are characterized by chronic inflammation of the gastrointestinal tract but not caused by infection or other identifiable causes. Childhood IBD often leads to a more extensive disease and a more aggressive course than adult-onset disease. Since children spend a lot of time at school, children with IBD may experience symptoms while at school. As a result, school nurses play a crucial role in identifying and managing students with IBD within their school or school district. It is important for a school nurse to understand the etiology, symptoms, and management of IBD to provide management of care at school.
{"title":"Inflammatory Bowel Disorders in Children and Adolescents: Management of Care for Students at School.","authors":"Carol Schaumleffel","doi":"10.1177/1942602X231171329","DOIUrl":"https://doi.org/10.1177/1942602X231171329","url":null,"abstract":"<p><p>Inflammatory bowel disease (IBD) is an umbrella term for two chronic and recurrent digestive conditions, Crohn's disease (CD) and ulcerative colitis (UC). Both are characterized by chronic inflammation of the gastrointestinal tract but not caused by infection or other identifiable causes. Childhood IBD often leads to a more extensive disease and a more aggressive course than adult-onset disease. Since children spend a lot of time at school, children with IBD may experience symptoms while at school. As a result, school nurses play a crucial role in identifying and managing students with IBD within their school or school district. It is important for a school nurse to understand the etiology, symptoms, and management of IBD to provide management of care at school.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 5","pages":"230-235"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10404174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/1942602X231175374
Margaret W Bultas, Elissa M Brueggemann
Abdominal pain and discomfort are common reasons students visit the school health office. Abdominal pain, in children, may be related to gastrointestinal conditions such as celiac disease (CD) or disorders of gut-brain interaction (DGBIs). Both CD and DGBIs, formerly known as functional abdominal pain disorders, are both prevalent in the pediatric population. Manifestations, presentation, and management of these disorders overlap and will be reviewed in this article. Due to their chronic nature, school nurses should be aware of both the management and complications associated with CD and DGBIs. Dietary recommendations, including the gluten-free and low-fermentable oligosaccharides, disaccharides, monosaccharides, and polyols (FODMAPS) diet, will be presented as part of the management of the disorders.
{"title":"Celiac Disease and Disorders of Gut-Brain Interaction: What School Nurses Need to Know.","authors":"Margaret W Bultas, Elissa M Brueggemann","doi":"10.1177/1942602X231175374","DOIUrl":"https://doi.org/10.1177/1942602X231175374","url":null,"abstract":"<p><p>Abdominal pain and discomfort are common reasons students visit the school health office. Abdominal pain, in children, may be related to gastrointestinal conditions such as celiac disease (CD) or disorders of gut-brain interaction (DGBIs). Both CD and DGBIs, formerly known as functional abdominal pain disorders, are both prevalent in the pediatric population. Manifestations, presentation, and management of these disorders overlap and will be reviewed in this article. Due to their chronic nature, school nurses should be aware of both the management and complications associated with CD and DGBIs. Dietary recommendations, including the gluten-free and low-fermentable oligosaccharides, disaccharides, monosaccharides, and polyols (FODMAPS) diet, will be presented as part of the management of the disorders.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 5","pages":"255-260"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10031871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01Epub Date: 2023-06-14DOI: 10.1177/1942602X231180698
Bernadette Berset
{"title":"Letter to the Editor.","authors":"Bernadette Berset","doi":"10.1177/1942602X231180698","DOIUrl":"10.1177/1942602X231180698","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 5","pages":"229"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10029713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231176568
MaryAnn Tapper Strawhacker
This article is part of a series of "Legal Issues 101" addressing common questions and misconceptions regarding the law and school health. One-to-one nursing services (also called personal or private nursing services) are sometimes required for students with complex health conditions requiring continuous nursing assessment and detailed care. This article addresses the team allocation of one-to-one nursing services for special education students in accordance with IDEA 2004 (Individuals with Disability Education Act). Details regarding the process and associated considerations are addressed in question and answer format. Readers are encouraged to expand their knowledge further using the resources and references provided within the article.
{"title":"Legal Issues 101: Students Who Require One-to-One Nursing Services.","authors":"MaryAnn Tapper Strawhacker","doi":"10.1177/1942602X231176568","DOIUrl":"https://doi.org/10.1177/1942602X231176568","url":null,"abstract":"<p><p>This article is part of a series of \"Legal Issues 101\" addressing common questions and misconceptions regarding the law and school health. One-to-one nursing services (also called personal or private nursing services) are sometimes required for students with complex health conditions requiring continuous nursing assessment and detailed care. This article addresses the team allocation of one-to-one nursing services for special education students in accordance with IDEA 2004 (Individuals with Disability Education Act). Details regarding the process and associated considerations are addressed in question and answer format. Readers are encouraged to expand their knowledge further using the resources and references provided within the article.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 4","pages":"178-181"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9751007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231168706
Poverty, racism, homelessness, access to health care, food insecurity, and other social determinants of health can have a significant impact on the health and wellbeing of students and school communities (Centers for Disease Control and Prevention [CDC], 2021a; NASN, 2020). The Future of Nursing Report emphasizes the positive impact of school nurses on students’ clinical and social needs and highlights the urgent need to expand, strengthen, and diversify school nursing practice as a means to advance health equity for students (National Academies of Sciences, Engineering, and Medicine, 2021). Learning is best achieved when the student’s physical, social, and emotional development are addressed in the school setting (CDC, 2018). All students have a right to learn in a safe environment. Structural and systemic barriers, both within and outside of schools, have created environments in which students may feel disconnected and unsafe. Issues related to safety, racism, and violence affect all students; however, they may disproportionately affect racial, ethnic, and gender-sexual minority students (Brookings Institute, 2020). Students who do not feel safe are unable to learn; therefore, they may be chronically absent, may not actively engage in learning, or may drop out of school. Students struggling with mental health issues, including isolation, stress, anxiety, depression, and the effects of bullying, may avoid school if they do not feel a sense of safety and belonging (Baek et al., 2019; Eugene et al., 2021). Thirty-six percent of U.S. high school students identified being treated unfairly or badly due to their race or ethnicity, with those who indicated poorer mental health and less school connectedness reporting the highest incidence of racism (Mpofu et al., 2022). Minority stress also places students at additional risk for depression and suicidal ideation or attempts (Kosciw et al., 2020). Furthermore, safe and supportive school environments provide opportunities for LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning) youth to socialize and build positive, identityaffirming relationships that are pivotal in improving their mental health and physical well-being (McCabe et al., 2021). School connectedness is a protective factor that supports youth physical, mental, and emotional well-being; fosters resilience; and is a significant predictor of healthy behaviors (Eugene et al., 2021; Osher et al., 2021; Steiner et al., 2019) and academic success (Reynolds et al., 2017). School nurses promote connectedness through communication, advocacy, and by establishing trusting and caring relationships with all youth, including youth from marginalized groups (McCabe et al., 2021). A schoolwide approach to connectedness also involves the integration of trauma sensitive schools and social emotional learning (Osher et al., 2021). Adverse childhood experiences have been linked to long-term impact on physical, social, and mental health (CDC, 2021b). This
{"title":"NASN Position Statement: Safe, Supportive, Equitable Schools.","authors":"","doi":"10.1177/1942602X231168706","DOIUrl":"https://doi.org/10.1177/1942602X231168706","url":null,"abstract":"Poverty, racism, homelessness, access to health care, food insecurity, and other social determinants of health can have a significant impact on the health and wellbeing of students and school communities (Centers for Disease Control and Prevention [CDC], 2021a; NASN, 2020). The Future of Nursing Report emphasizes the positive impact of school nurses on students’ clinical and social needs and highlights the urgent need to expand, strengthen, and diversify school nursing practice as a means to advance health equity for students (National Academies of Sciences, Engineering, and Medicine, 2021). Learning is best achieved when the student’s physical, social, and emotional development are addressed in the school setting (CDC, 2018). All students have a right to learn in a safe environment. Structural and systemic barriers, both within and outside of schools, have created environments in which students may feel disconnected and unsafe. Issues related to safety, racism, and violence affect all students; however, they may disproportionately affect racial, ethnic, and gender-sexual minority students (Brookings Institute, 2020). Students who do not feel safe are unable to learn; therefore, they may be chronically absent, may not actively engage in learning, or may drop out of school. Students struggling with mental health issues, including isolation, stress, anxiety, depression, and the effects of bullying, may avoid school if they do not feel a sense of safety and belonging (Baek et al., 2019; Eugene et al., 2021). Thirty-six percent of U.S. high school students identified being treated unfairly or badly due to their race or ethnicity, with those who indicated poorer mental health and less school connectedness reporting the highest incidence of racism (Mpofu et al., 2022). Minority stress also places students at additional risk for depression and suicidal ideation or attempts (Kosciw et al., 2020). Furthermore, safe and supportive school environments provide opportunities for LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning) youth to socialize and build positive, identityaffirming relationships that are pivotal in improving their mental health and physical well-being (McCabe et al., 2021). School connectedness is a protective factor that supports youth physical, mental, and emotional well-being; fosters resilience; and is a significant predictor of healthy behaviors (Eugene et al., 2021; Osher et al., 2021; Steiner et al., 2019) and academic success (Reynolds et al., 2017). School nurses promote connectedness through communication, advocacy, and by establishing trusting and caring relationships with all youth, including youth from marginalized groups (McCabe et al., 2021). A schoolwide approach to connectedness also involves the integration of trauma sensitive schools and social emotional learning (Osher et al., 2021). Adverse childhood experiences have been linked to long-term impact on physical, social, and mental health (CDC, 2021b). This ","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 4","pages":"213-214"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9914360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231173762
Cynthia A Galemore
{"title":"Emergency Preparedness Reboot.","authors":"Cynthia A Galemore","doi":"10.1177/1942602X231173762","DOIUrl":"https://doi.org/10.1177/1942602X231173762","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 4","pages":"167-170"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9863646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231161332
Jennifer Edwards, Misty Stone, Hallie Bartlett, Monique Wallace, April Ventura
Grief is an expected response to an internalized sense of loss, regardless of age. This response occurs after experiencing the death of a loved one or a drastic life change that creates a sense of loss. Children and adolescents move through the grief process according to their age and stage of development. Proper support is essential to promote healthy coping and acceptance in youth experiencing grief. The interprofessional school team can support students experiencing grief to enhance student learning outcomes and overall health and well-being.
{"title":"Grief in School-Aged Youth.","authors":"Jennifer Edwards, Misty Stone, Hallie Bartlett, Monique Wallace, April Ventura","doi":"10.1177/1942602X231161332","DOIUrl":"https://doi.org/10.1177/1942602X231161332","url":null,"abstract":"<p><p>Grief is an expected response to an internalized sense of loss, regardless of age. This response occurs after experiencing the death of a loved one or a drastic life change that creates a sense of loss. Children and adolescents move through the grief process according to their age and stage of development. Proper support is essential to promote healthy coping and acceptance in youth experiencing grief. The interprofessional school team can support students experiencing grief to enhance student learning outcomes and overall health and well-being.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 4","pages":"171-175"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10125764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231154547
Janice Selekman, Kathleen Monforto, Daniel Selekman
Violence toward and by youth is a public health crisis that can partially be addressed by the modified Antecedent, Behavior, Consequence (ABC) Model. Part I of this two-part series discussed the types of violence and the risk and protective factors that affect the prevalence of violence; it also addressed the emotions and thoughts that occur before the behaviors to help explain "why" youth engage in violence. Part II focuses on possible interventions by the school nurse and school staff. The modified ABC Model allows school nurses to focus on interventions that address the emotions and thoughts resulting from the antecedents as well as promote protective factors. Through their role in primary prevention, school nurses can also address risk factors for violence and participate in school and the wider community's efforts to mitigate violence.
{"title":"Violence Toward and by Youth: Part II: Recommendations for Violence Interventions in the School Setting.","authors":"Janice Selekman, Kathleen Monforto, Daniel Selekman","doi":"10.1177/1942602X231154547","DOIUrl":"https://doi.org/10.1177/1942602X231154547","url":null,"abstract":"<p><p>Violence toward and by youth is a public health crisis that can partially be addressed by the modified Antecedent, Behavior, Consequence (ABC) Model. Part I of this two-part series discussed the types of violence and the risk and protective factors that affect the prevalence of violence; it also addressed the emotions and thoughts that occur before the behaviors to help explain \"why\" youth engage in violence. Part II focuses on possible interventions by the school nurse and school staff. The modified ABC Model allows school nurses to focus on interventions that address the emotions and thoughts resulting from the antecedents as well as promote protective factors. Through their role in primary prevention, school nurses can also address risk factors for violence and participate in school and the wider community's efforts to mitigate violence.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"38 4","pages":"195-202"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9753761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号