Journal of School Nursing最新文献

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.

A mixed methods design drawing on Bioecological Systems Theory was used to explore primary school-aged children, parents, teachers, and school nurses' experiences and understanding of school nurses' mental health work. Phase One involved administration of a national cross-sectional online survey of nurses working in the school health service in Scotland (N = 83). Phase Two employed a Single Qualitative Case Study in one Scottish health board area. Online semi-structured interviews were conducted with school nurses, primary school-aged children (9-11 years), parents and teachers (N = 23). Creative, participatory methods were used in the interviews with children. The findings identified that despite a refocus of the school nurse role in Scotland to maximize their contribution, their role lacks visibility, and their mental health work is reactive rather than proactive and preventive. This research suggests that their role and remit should be included and clearly articulated in whole-school approaches to mental health.

Celiac disease is one of the most prevalent diet-related diseases in adolescents. This study explored the relationship between adherence to gluten-free diet, physical, social, psychological, and management self-care practices and perceived family support in adolescents with celiac disease. A cross-sectional study was conducted in 118 adolescents with celiac disease using Celiac Dietary Adherence Test, Youth Self-Care Practice and Management Questionnaire and Perceived Family Support. Adolescents with celiac disease showed low adherence to gluten-free diet and physical self-care practices. A moderate level of psychological, social and self-care management self-care practices. The perceived family support was high. A positive association was found between adherence gluten-free diet, physical self-care practices, self-care management, family support perceived, celiac disease family history and father profession. The finding highlights the importance of school nursing for promoting health in the educational setting, preventing complications from lack of adherence to a gluten-free diet and encouraging self-care practices.

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.