NASN school nurse (Print)最新文献

A system-level health equity lens is needed to meet the needs of today's students. School nurses stand at the intersection of health and education, poised to improve the health and academic outcomes for all children in collaboration with school health and education colleagues with a focus to reframe "learning and health losses" to "learning and health recovery." The Multi-Tiered System of Support is a familiar approach used in schools to address education equity for students. Working alongside educators, school nurses can demonstrate how including health in this framework augments reaching the goal of supporting student academic success.

This article is part of a series of articles titled "Legal Issues 101." The purpose of this series is to address common questions and misconceptions regarding the law and school health. Nurses frequently conflate malpractice or negligence with professional licensure discipline and it is important to understand the difference. To reduce liability exposure, school nurses must understand what their risks are and what they are not, for both civil lawsuits and for nursing board discipline.

Skin infections in high school athletes pose a risk of transmission to other student athletes. Therefore, it is important to promptly identify possible skin infections and refer them to the healthcare provider for treatment so athletes can return to play quickly and with little interruption to the team. Common skin infections include bacterial infections such as Streptococcus and Staphylococcus, viral infections such as herpes simplex and molluscum contagiosum, and fungal infections such as tinea corporis and capitis. The National Federation of State High School Associations provides guidance for the prevention of skin infections as well as return to play guidelines. The school nurse and high school athletic trainer are both healthcare professionals who play a role in preventing, identifying, monitoring, and caring for student athletes who contract skin infections.

This manuscript guides school nurses in addressing the unique needs of U.S. school-aged students and families with limited English proficiency (LEP). Owing to the increasing ethnic and racial diversity in U.S. K-12 schools, school nurses will likely encounter children and families with LEP. Students with LEP may be part of a family which immigrated to this country as permanent residents, are refugees, or asylum seekers. Some may be from migrant families who move throughout the region or country for work. School health services, including nursing services, may be the first and only health resource to which these children have consistent access. The availability and importance of language access services are highlighted, as well as tips for school nurses to advocate for language access resources, training for effective communication, understanding the legal landscape, and addressing cultural beliefs that influence health behaviors. Advocacy toward identifying the distinctive needs of families with LEP aims to help school nurses target equitable health outcomes.

This is the first in a series of three articles looking at school health data collection from identification of data points to utilizing data to share your story and submitting your data to contribute to the National School Health Data Set: Every Student Counts! Many school nurses cringe at the mention of data collection. However, everything we do as school nurses is data driven. Every documented assessment, observation, and conversation provides the school nurse with data. The barriers often noted to participating in formal data collection efforts are time, workload, access to an electronic health record, and not understanding the WHY, WHAT, and HOW. The key to data collection is identifying the data already being collected and starting where you are. Data collection is not something new that you need to find a way to fit into your already busy schedule. WHAT do you currently collect? WHY are you collecting the data you have? HOW do you collect it? WHAT do you do with the data? These are all very important questions, but let's take a closer look at the WHY, WHAT, and HOW behind data collection.

The National Association of School Nurses honors school nurses who have made extraordinary, unique, and enduring contributions to school nursing and the National Association of School Nurses with recognition in the National Academy of School Nursing Fellows (FNASN). The following article outlines the value of FNASNs, how they contribute, and how a school nurse can apply for Fellowship. The time is now for mid-career school nurses to prepare for the opportunity that an NASN Fellow represents!

State-level school nursing infrastructure supports are essential for building equitable, evidence-based, quality school nursing services. Two recently published instruments, the State School Health Infrastructure Measure (SSHIM) and the Health Services Assessment Tool for Schools (HATS), provide opportunities to assess the extent of state-level infrastructure supports for school nursing and school health services. These instruments can be useful for planning and prioritizing to address needs to improve system-level quality and equity in school health services for the preK-12 population in each state.