Journal of School Nursing最新文献

Children face increasing online risks such as privacy breaches and unsafe information sharing, highlighting the importance of digital privacy literacy and autonomy in child health promotion. This randomized controlled trial included 184 fourth-grade students (aged 9-11 years) in a public school in eastern Turkey, randomly assigned to an experimental (n = 93) or control group (n = 91). The experimental group received a 12-session, nurse-led program using interactive scenarios, puzzles, and animations to enhance autonomy and privacy awareness. While no significant post-test difference was found in autonomy between groups (p = 0.087), autonomy scores improved significantly within the experimental group (p < 0.001). Privacy awareness total and subscale scores on personal safety, information sharing, social media privacy, and parental control were significantly higher in the experimental group (p < 0.05). Findings indicate that school and pediatric nurses can promote children's autonomy and digital privacy literacy through engaging, developmentally appropriate education.

BackgroundSchool nurses globally face increasing professional pressures due to the growing complexity of children's and adolescents' health needs. This makes effective working within the school health team critical.AimTo explore school nurses' reflections on working within the school health team.MethodsThirty-three school nurses from four school health teams in England participated in restorative reflective supervision sessions. Observational data and field notes from four separate sessions were analyzed using qualitative content analysis.ResultsThree themes were identified: (a) collaboration and engagement with schools and multidisciplinary teams; (b) external perceptions of the school nurse role, professional identity, and boundaries; and (c) workload, emotional demands, and support needs.ConclusionSchool nurses are facing sustained pressure, with growing caseload complexity, emotional strain, and limited recognition of their role. Restorative reflective sessions can act as a protective factor against burnout by giving school nurses the opportunity to share experiences, process emotional strain, and sustain their capacity for compassionate care. The findings underscore the need for systemic investment in school nursing, through clearer role definition, professional visibility, emotional support, and opportunities for career development.

Use of nontobacco nicotine products is increasing among the youth. School nurses aim to prevent such unhealthy habits. However, there is limited evidence relating to the knowledge of these nurses, and their capacity to work with tobacco-free nicotine products. Therefore, we aimed to illuminate the prerequisites and experiences necessary for school nurses to work with secondary school students for preventing the use of nontobacco nicotine products. This qualitative study was based on 18 semi-structured interviews conducted with Swedish school nurses, using conventional content analysis. One main category emerged: Experiences and prerequisites for working preventively in the context of nontobacco nicotine products and four subcategories. Certain nurses in the sample indicated that they had the experience, prerequisites (including time, fewer students per nurse, and an engaged and understanding organization), and competence to enable them to be suitable advocates for working preventively in schools under conducive conditions.

School meals play a vital role in supporting student health. Access to school meals was disrupted during COVID-19-related school closures, impacting student nutritional intake and household food insecurity. Data from the National School COVID-19 Prevention Study Survey and school staff focus groups were used to examine challenges to school meal provision in K-12 public schools. Data were analyzed using R and MAXQDA. Survey data indicated that most schools served breakfast and lunch in the cafeteria or classroom during the 2021-2022 school year. City schools were less likely to experience challenges with receiving the foods and supplies needed for school meal programs. Qualitative data revealed that school meal participation increased during the COVID-19 pandemic, however schools encountered challenges when implementing the program including staff shortages and supply chain issues. Findings from this study can help strengthen the K-12 school meal system to equitably serve students in future public health emergencies.

School nurses are well-positioned to assess, identify, and refer children and adolescents who are at risk of suicide. This multiple-case study examined the personal, behavioral, and environmental factors that influence the role of the school nurse in youth suicide prevention and intervention. Purposive sampling was used to recruit two school nurses who were identified as unique cases. Data from interviews, surveys, and documents generated a cross-case analysis. Findings indicate that school-level exclusive practices, such as a lack of communication and collaboration, greatly influence the role and reach of school nurses. Further, dilemmas arising from environmental barriers hinder school nurse capacity to promote student safety and affect moral distress levels. Leveraging data to demonstrate the pivotal role of school nurses to support mental health equity and reduce disparities in youth suicide is crucial to developing inclusive and responsive suicide prevention programs.

School nurses (SNs) practicing in DC public and public charter schools were surveyed to assess their perceived role and self-reported preparation to provide behavioral health prevention, early identification, and treatment services in schools. A total of 154 SNs completed a questionnaire about their role in the delivery of behavioral health services and supports. SNs reported they are primarily involved in the identification and referral of students to other school behavioral health professionals. Respondents also reported a lack of training in behavioral health and a desire for more information on related programs and services. This study offers recommendations for educating future SNs and highlights how the DC School Health Services Program utilized study findings to build capacity for SNs employed in practice. This study can help tailor educational opportunities for SNs to maximize their role in school behavioral healthcare process flows and ultimately improve outcomes for students and families.

Despite declines in teen pregnancy, pregnant teens remain at risk for poor health and educational outcomes due to a lack of care coordination and access to resources. The purpose of this project was to develop and launch a care coordination toolkit to provide resources to pregnant and parenting youth (PPY) at a large urban school district. School personnel were trained on the use of the toolkit and completed pre- and posttraining surveys to evaluate changes in knowledge and confidence. Youth were given immediate access to resources via posters with a trackable, yet anonymous, Quick Response (QR) code piloted in 10 schools. Thirty-three staff participated. Knowledge increased by 66.1% posttraining. Confidence improved by 46.9%. In one month, the trackable QR code was scanned 37 times. This evidence-based practice project is in alignment with NASN's School Nursing Practice Framework and harnesses the expertise of nurses to protect the health of PPY.

Increasing youth behavioral health needs in the United States have underscored the essential role school nurses can play in mitigating them. In response, the District of Columbia Department of Health developed the Behavioral Health Referral Process (BHRP) as a standardized guide, integrating school nurses into multidisciplinary teams and improving students' access to behavioral health services. To assess the BHRP's strengths and opportunities while understanding factors that could impact its implementation, key informant interviews were conducted using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework with seven school nurses and school nurse managers working in DC schools. Participants anticipated challenges related to the BHRP, from managing competing priorities to overcoming stigmas. Still, nurses reported the BHRP will enable a more coordinated referral process that promotes student linkage to care. The findings can inform efforts to assess and optimize school behavioral health referral processes as part of larger, comprehensive care systems.