NASN school nurse (Print)最新文献

The purpose of this article is to introduce Schwartz Rounds as a means for school nurses to foster their personal wellbeing by sharing their experiences. Nurse panelists openly discuss their journeys, followed by facilitated small-group conversations led by mental health professionals. To address the unique challenges of school nurses during the COVID-19 pandemic, the New Jersey Nursing Emotional Well-Being Institute initiated virtual Schwartz Rounds. New Jersey State School Nurses Association leaders joined as panelists to discuss the theme of hope for the upcoming school year. Schwartz Rounds prove highly effective in preserving and enhancing school nurses' mental health and wellbeing, allowing them to maintain their vital work while caring for themselves and their school communities. This approach builds community among school nursing professionals, fostering connections, and providing mutual support to combat isolation.

Have you ever wondered how the National Association of School Nurses (NASN) supports school nursing research and clinical practice degree advancement or how they provide opportunities to strengthen advocacy skills? NASN does this work through an endowment fund which provides annual scholarships and grants to members to support their various professional endeavors.

The ecosystems of planet Earth have been subjected to significant changes in climate because of human activities in the last several hundred years. As winters become milder and springs begin earlier each year, many of the most common vectors, including mosquitoes and ticks, have more time to reproduce and are expanding their natural habitats. The purpose of this article is to increase awareness of how mosquitos and ticks impact the health of school-age children. This is the sixth and final article in a series of articles meant to educate school nurses about poor health outcomes related to changes in climate and to provide them with the tools they need to safeguard the well-being of children.

This article is part of a series of articles titled "Legal Issues 101" addressing some common questions and misconceptions around the law and school health. Nursing documentation, a recording of interactions between a nurse and a patient, is a vital part of nursing care. Timely, thorough documentation allows for patient safety, risk reduction, continuity of care, and the availability of data for work process analysis. In the school setting, nursing documentation encompasses a record of student treatment in the health office as well as communication with parents, school team members, and healthcare providers. Student health records are intersected by educational and health privacy laws, which can create confusion around record management. The purpose of this article is to clarify frequently asked questions related to health office documentation.

Students visit school health offices with a variety of complaints, and while some may be minor, others may be more pressing. The challenge for the school nurse is being able to differentiate between the two. This article features a case study of a fourth-grade elementary student who presented to the school nurse with a sudden onset of supraventricular tachycardia (SVT), a rapid cardiac arrhythmia that originates above the ventricles in the heart. The student's complaint was a "racing heart," and it was her first time experiencing a cardiac episode. It was also the school nurse's first time encountering this chief complaint. The article will describe the student's presentation to the health office, will discuss the school nurse's assessments along with SVT management techniques, and will conclude with the student's outcome and a sample individualized healthcare plan.

Medication administration is one of many duties and responsibilities of school nurses and involves both scheduled and as-needed (prn) medications. When administering medications, school nurses also experience unscheduled student health room visits, as well as interruptions such as staff member inquiries, miscellaneous phone calls, and occasional safety drills, to name a few. These distractions, inherent to the school nursing position, can lead to medication errors and pose a risk to students. This article describes the concept of a health care sterile cockpit (red square) and a school district's use of innovation in the health room to improve medication safety and reduce errors. Other benefits of implementing the red square will be discussed.

A sense of belonging in school is fostered when students feel included. School nurses can establish an inclusive school atmosphere where students feel safe, supported, accepted, and valued. The language choices of school nurses play a key role in fostering such an environment. Through consciously using language that promotes respect, acceptance, justice, and equity, nurses can support student well-being. Nurses may be using embedded terminologies and outdated language that promotes exclusion but can learn and model inclusive language practices such as cultural humility, calling in, and respecting pronouns. Making intentional choices to embrace and employ these practices is imperative to supporting student health today.

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.