Journal of School Nursing最新文献

This scoping review aims to identify evidence-based school nutrition interventions for implementation in Iran's dynamic economic, cultural, and socio-political environment. A review of published studies (2004-August 2024) using the PRISMA-ScR guidelines across 14 databases was conducted. The efficacy of various interventions reported significant positive changes at multiple levels: anthropometric, biological, and knowledge, attitudes, and behaviors related to healthy eating and lifestyle. Investigators carrying out research on "what works" in school-based nutrition education and general healthy lifestyle programs and services in the Islamic Republic of Iran have a host of challenges; however, much more research needs to be done. While there are few studies in this area of inquiry, outcomes on the nutrition interventions to date are impressive. The major challenges in improving school-based nutrition programs include the education of young women, establishing national standards for school food programs and education, and strategic advocacy by stakeholders to improve nutrition education in schools in Iran.

With a median caseload of 750-1,000 clients, school nurses face setting-specific challenges involving multiple, competing demands. This necessitates effective prioritization to prevent missed opportunities to provide appropriate care. This integrative review synthesizes the current state of the literature related to prioritization among school nurses in the United States. Three themes were identified relating to prioritization among school nursing: knowledge, attitudes and values; self-efficacy and intention to act; and the nursing process. The prioritization behavior of school nurses can be facilitated by organizational and community collaboration and strong evidence-based practice recommendations. High workloads and inadequate resources among school nurses are the most consistently cited barriers to effective prioritization. Additional research on how to improve effective prioritization among school nurses for the improvement of population health outcomes is needed.

School nurses coordinate care for school-age children with various chronic diseases but rarely are included in access to electronic health records or health information exchanges. This integrative review aimed to obtain evidence-based information on health information exchange (HIE) and health information exchange organizations (HIOs) in the United States and the implications for school nurses. The review found no instances in the published literature of school nurses' access to an HIE through a regional or non-vendor-based HIO. Information from the review was mapped to the four National Association of School Nursing School Nurse Practice Framework^TM principles to provide knowledge on the importance of incorporating HIE in school-based healthcare. These results highlight a gap in identifying the school nurse as an essential use case for regional or national HIOs in care coordination for school-age children. School nurses can learn about HIE, advocate for their access to HIOs, and acknowledge their importance in the care coordination team.

Media reports indicate that young people are discontented with current sexual education approaches, feeling that current practice disproportionately emphasizes negative aspects like sexually transmitted infections and unwanted pregnancies. A scoping review was conducted using Arksey and O'Malley's framework to examine how school nurses contribute to fostering positive sexuality through sexual education in schools. Out of 406 unique articles screened, 17 met the inclusion criteria. The majority were from the USA and England. The findings highlight the significant contributions of school nurses in sexual education programs. However, it also indicates a need for broader representation, particularly from Nordic countries. A more diverse perspective could enrich understanding and practices in promoting sexual health among youth. The findings also emphasize the preference of youth for external, qualified educators such as school nurses to deliver sexual education. The study calls for more research to enhance sexual health promotion among youth.

School meals provide nearly half of children's daily calories, making them critical to childhood health. School food policies aim to improve student health by shaping the school food environment. While this environmental influence is known, the impact of these policies, especially following the Healthy Hunger-Free Kids Act of 2010, has not recently been synthesized. This review searched PubMed, EMBASE, ERIC, and Cochrane databases, identifying 28 studies assessing school food policy on student health. Of these, 23 found positive health effects from competitive food policies, and 5 found mixed positive and neutral effects. No studies reported negative impacts. These findings suggest that competitive food policies are an effective and equitable strategy for improving health that school nurses can support. This review synthesizes the current evidence on competitive food policy to establish baseline evidence for the function of such policies to promote population health and find areas where further research would be useful.

Non-suicidal self-injury (NSSI) is a complex issue that requires the collaboration of educators and healthcare professionals. The study aimed to map the practices implemented in schools regarding NSSI in adolescents. The search strategy used in MEDLINE^®/PubMed^® was adapted for EMBASE, CINAHL, Scopus, Cochrane Library, LILACS/BVS, BDENF, PsycINFO, ERIC, Web of Science, SCIELO, and ADOLEC. Additional studies were identified through the reference lists of primary publications included in the review. The scoping review included eight studies. The practices were related to the identification, screening, and monitoring of students, as well as training the school staff for a better understanding and prevention of NSSI. These practices were available in the form of interviews, protocols, educational programs, and school policies. The professionals responsible were psychologists, school nurses, and child and adolescent psychiatrists. School nurses collaborated with healthcare professionals and educators to ensure personalized care plans.

School connectedness encompasses protective elements that enhance students' academic and health outcomes. Its importance spans healthcare and education, yet clarity of the concept is needed as it relates to school nursing services. Using the Walker and Avant concept analysis method, this investigation aims to clarify the meaning of school connectedness, describe its uses, attributes, and characteristics in relation to school nursing services, and provide sample cases. The following definition emerged with relevance to school nursing services: School connectedness alludes to a student's perception of having a meaningful relationship with adults and peers within an inclusive and respectful school environment that supports the student's well-being, regardless of the student's health challenges. The goal is to cultivate a sense of fitting in for each child within their school community. Empowering school nurses to promote school connectedness can help identify at-risk students and foster a supportive, inclusive environment.