NASN school nurse (Print)最新文献

This is the second in a series of articles highlighting the practice principles of the refreshed School Nursing Practice Framework™. The focus of each article is to provide an in-depth look at each of the principles and emphasize how school nurses can apply them to their daily practice through a Framework Mindset. This article will explore Care Coordination as a practice principle, reflect on how it relates to current practice, and identify examples that illustrate care coordination. With each subsequent article in the series, we will continue to build upon and explore the interconnections between the Framework principles.

Clinical Practice Guidelines (CPGs) are statements informed by a systematic review of research/evidence and provide recommendations for clinical practice to improve healthcare quality and patient outcomes. The National Association of School Nurses (NASN) released School Nursing Evidence-Based Clinical Practice Guideline: Students with Allergies and Risk for Anaphylaxis, in 2023, to provide evidence-based recommendations specific to school nursing practice and support the role of the school nurse in providing high-quality care for school-age children with allergies and risk for anaphylaxis. This article will provide an overview of the CPG and Implementation Toolkit. The implementation toolkit is designed to provide school nurses with tools and resources to implement the recommendations into practice. These tools and resources include school policies; nursing assessments and intake; planning, training, implementing, and evaluating care; and data collection. Examples are discussed, including how to customize the toolkit resources to your current practice needs.

Extremely hot or humid days are anticipated to continue, occur more often, and intensify over time. School-age children are especially vulnerable to extreme heat. The primary acute health effects of heat on children can range from heat exhaustion to heatstroke. The purpose of this article is to raise awareness of the impact some acute heat-related illnesses have on school-age children's health and to provide school nurses with information on the signs and symptoms of heat-related illnesses as well as prevention tips to share with parents and school administrators. This is the fifth article in a series meant to inform school nurses about illnesses linked to the climate and provide them with the tools they need to safeguard children' health.

School nurses are more likely to support students' health, safety, and readiness to learn if they approach their practice through the lens of the School Nursing Practice Framework™ (the Framework). Practicing with an intentional focus on the Framework principles is called practicing with a Framework mindset. This article is the first in a 5-part series discussing how to be a school nurse who practices with a Framework mindset. In this article, school nurses will discover the basis for updates to the Framework's Standards of Practice principle, differences between the Standards of Practice principle and the authoritative standards of school nursing practice, activities that exemplify the Standards of Practice principle, and how to address a real-world school nursing challenge with a Framework mindset attuned to the Standards of Practice principle.

Human trafficking is a severe form of child abuse and maltreatment. Cases are pervasive and no demographic, socioeconomic status, community, or school is immune. The most effective response to human trafficking in school settings requires increased awareness and establishing policies, protocols, and procedures that support collaborative response to suspected human trafficking. School nurses are well equipped to lead these efforts. While the National Association of School Nurses acknowledges the importance of the role of the school nurse in child trafficking response in their Human Trafficking Position Statement, resources to aid school nurses in coordinated recognition and response efforts remain limited. This article reviews clinical guidance on human trafficking through a school-based lens, highlights indicators that should alert school nurses to the risk of trafficking, outlines best practices for response to abuse and exploitation, and provides additional tools and resources available to aid school nurses in their approach to caring for children experiencing trafficking.

School nurses play a major role in school readiness and emergency management, collaborating in safety assessment of schools and leading efforts to ensure the overall wellness of each child. Sudden cardiac arrest is a growing concern among students, and schools are a place of gathering, not only of our students and educators but also for the community, as family and friends support children in performances, sporting events, and religious or cultural activities. Implementing a school Cardiac Emergency Response Plan (CERP) provides a lifesaving resource for the entire community. This article will review the incidence of sudden cardiac arrest, discuss the latest guidance regarding preventive cardiac screening questions for all children, and share how one school district implemented a CERP using readily available resources.

The school nurse works in the nexus of health care and education, combining laws and regulations from each discipline to create the boundaries of their practice. The U.S. Constitution provides fundamental rights for all citizens and is one example of the legal parameters that apply to school nursing practice. Without understanding the implications of this legal framework, the school nurse may not recognize situations that have the potential to deny students their guaranteed rights. Through a broad discussion of the Fourth (search and seizure), Fifth (protection from self-incrimination), and Fourteenth (equal protection, due process, and parental rights) Amendments, the author presents the dangers of disregarding or being unaware of these rights. The purpose of this article is to encourage school nurses to examine their practice through the lens of the legal protections afforded by the Constitution and to discuss considerations and recommendations to improved legal literacy and application to daily practice.

All nurses have a responsibility to advocate. Advocacy is the eighth school nurse standard and can be actualized in many ways. NASN has established advocacy priorities to provide members with strategic advocacy objectives to advance their school nursing practice. One aspect of these priorities is legislative advocacy. The NASN board of directors puts legislative advocacy into action when they visit their Congress members on Capitol Hill. This article describes NASN's advocacy priorities and how school nurse visits to "the Hill" introduces legislative priorities to legislators.