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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-07-01DOI: 10.1177/1942602X231176997
Kate King
{"title":"Presidential Address: Looking to the Future-Advocacy, Health Equity, and Inclusivity.","authors":"Kate King","doi":"10.1177/1942602X231176997","DOIUrl":"https://doi.org/10.1177/1942602X231176997","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9915296","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: 10.1177/1942602X231176628
{"title":"Infographic Every Student Counts! Infographic 2021-2022.","authors":"","doi":"10.1177/1942602X231176628","DOIUrl":"https://doi.org/10.1177/1942602X231176628","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9862673","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: 10.1177/1942602X231154549
Janice Selekman, Kathleen Monforto, Daniel Selekman
Violence is a public health crisis. It is especially concerning when it involves youth, whether they be victims, perpetrators, or observers. Part 1 of this two-part series categorizes the types of violence toward and by youth. There is a great deal of information on the prevalence of violence, mostly related to school shootings. However, the literature provides limited information on the antecedents of violent behaviors, and there is a dearth of information on "why" youth engage in violence. This is the unanswered question that drives Part 1 of this series. The beginning steps to understand "why" are viewed through the lens of a modified ABC Model (antecedent, behavior, consequence). Interventions for youth violence will be explored in Part 2.
{"title":"Violence Toward and by Youth: Part I: Looking for the \"Whys\".","authors":"Janice Selekman, Kathleen Monforto, Daniel Selekman","doi":"10.1177/1942602X231154549","DOIUrl":"https://doi.org/10.1177/1942602X231154549","url":null,"abstract":"<p><p>Violence is a public health crisis. It is especially concerning when it involves youth, whether they be victims, perpetrators, or observers. Part 1 of this two-part series categorizes the types of violence toward and by youth. There is a great deal of information on the prevalence of violence, mostly related to school shootings. However, the literature provides limited information on the antecedents of violent behaviors, and there is a dearth of information on \"why\" youth engage in violence. This is the unanswered question that drives Part 1 of this series. The beginning steps to understand \"why\" are viewed through the lens of a modified ABC Model (antecedent, behavior, consequence). Interventions for youth violence will be explored in Part 2.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9746343","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: 10.1177/1942602X231177119
{"title":"NASN Position Statement: IDEIA and Section 504 Teams-The School Nurse as an Essential Team Member.","authors":"","doi":"10.1177/1942602X231177119","DOIUrl":"https://doi.org/10.1177/1942602X231177119","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9920419","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}
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