Journal of School Nursing最新文献

COVID-19 brought significant changes to the role of school nurses, necessitating the development of remote health education programs. However, there is a lack of evidence and pedagogical lessons for digitally transforming education for socially vulnerable children. This qualitative study analyzes the health educational needs and barriers faced by children and service providers in a childcare-based obesity prevention program during the pandemic in South Korea. Through a thematic content analysis, four core themes emerged: (a) heightened concerns about obesity and the pandemic's impact on facilities, (b) unexpected positive outcomes of the program, (c) digital readiness gaps, and (d) insufficient program satisfaction (better than nothing). When designing a digital-based health education program for vulnerable children, assessing individual readiness and facility suitability is crucial. Additionally, school nurses should incorporate hybrid pedagogy, integrating technology-mediated activities. By leveraging technology effectively and considering individual and environmental factors, educators can provide comprehensive and accessible health education.

In 2021, the National Association of School Nurses published an updated position statement affirming the unique position of school nurses to support the health and well-being of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) students who are faced with a variety of health disparities rooted in experiences of stigma, discrimination, and bias. The 5-year cluster randomized controlled trial "Reducing LGBTQ+ Adolescent Suicide" leveraged school nurses as leaders to facilitate the uptake of six evidence-informed, LGBTQ-supportive practices in New Mexico high schools. We analyzed 5 years of interview data from 24 school nurses in 13 intervention schools to examine what factors impacted their ability to serve as an effective leader for this initiative. Several factors including job characteristics, leadership and organizational skills, relationships and reputation, and personal commitments emerged from analysis. Contextual factors, such as working in urban or rural school, and the size of the school also influenced nurses' leadership.

Effective infection prevention and control (IPC) in schools is vital for student and staff health, yet current resources often fall short, exhibiting a narrow focus, overemphasis on COVID-19, and fragmented implementation, excluding school nurses. This manuscript details a comprehensive needs assessment conducted with Missouri school staff and subject matter experts. Through existing data review, listening sessions, and interviews, the assessment identified critical gaps in IPC training, preferred delivery methods (e.g., self-paced online modules and multimodal formats), and distinct resource needs for various school audiences (e.g., administrators, teachers, students, parents, facilities, food services, transportation, and athletics). Findings highlight the necessity of tailored, accessible, and consistently messaged IPC resources, emphasizing the crucial, yet often underutilized, central role of school nurses. This needs assessment informed the development of a responsive IPC Toolkit for Missouri Schools, aiming to bridge existing gaps and enhance school-based IPC.

Type 1 diabetes (T1DM) is a disease that impacts daily life and requires individualized management while at school. The purpose of this study was to explore parents' perceptions and feelings surrounding facilitators and barriers to health safety of their child with T1DM in schools and parent driven factors to overcome them. Using a qualitative approach, parents (N = 12) of children with T1DM who attend school outside the home were interviewed in 2019 and data was analyzed through content analysis. Five themes emerged from the study: (1) pre-school preparation, (2) parents as educators, (3) longing for normalcy, (4) communication facilitating perceptions of safety, and (5) policies and technology: the tortoise and the hare. Parents exhibited a multitude of emotions including, gratitude, frustration, and disappointment, but, overall, felt their children were safe at school due to parent-instituted practices. Continued policy development is needed for standards surrounding ongoing communication avenues for parents and incorporating technology.

To provide foundational information for the development of a training program to prepare school nurses to deliver a mental health focused SBIRT (Screening, Brief Intervention, Referral to Treatment) approach, this study aimed to describe how school nurses perceive their role in addressing student mental health concerns and determine if these perceptions align with the components of SBIRT. We used content analysis to summarize open-ended survey responses of 38 school nurses to the question "What role do school nurses play in addressing student mental health?" Findings revealed 19 responses aligned with at least one component of SBIRT, one aligned with all three, and 30 focused mainly on forming trusting relationships with students. We conclude school nurses do not implement SBIRT in a systematic way but view its components as consistent with their role.

Background: We sought to better understand the impact of exposure to active shooter drills (ASDs) on students' perceived stress, including those with disabilities and prior experiences with trauma. Methods: We used data from a longitudinal study of ethnically diverse students (n = 2,033; 53.5% female) originally recruited in 2018 and followed annually thereafter. In addition to self-reporting on their perceived stress with ASDs, participants responded to questions about adverse childhood experiences, anxiety, suicidal ideation, and disability. Results: Female students and those with a disability, probable anxiety, and suicidal ideation were more likely to be anxious after an ASD. Conclusion: While necessary given the increasing reality of school shootings in the United States, our results indicate that active shooter drills should be implemented with concern for vulnerable groups, including distressed students and those with a history of traumatic experiences or who have a disability.

This study investigated Swedish school nurses' experiences, self-perceived knowledge, and attitudes towards HPV vaccination. A cross-sectional repeated questionnaire study was conducted. The results were compared to a previous study conducted in 2016. Additionally, open-ended responses were thematically analysed. A total of 344 nurses participated. Overall, more participants reported good self-perceived knowledge and favourable attitudes towards HPV vaccination compared to 2016. Still, nearly half expressed a need for further education. The thematic analysis revealed barriers including lack of training, inconsistent guidelines for addressing vaccine hesitancy and ensuring children's participation in decision-making, limited access to diverse information materials, and time constraints related to vaccination tasks. Since school nurses in Sweden are responsible for all aspects of school-aged vaccinations within the national immunization program, it is essential that they receive support to feel motivated and confident in addressing vaccine hesitancy. Continued education and the implementation of uniform guidelines are therefore necessary.

This study examined the effectiveness of an 8-week "Health Education using Social Networking Service (HE-SNS)" intervention, led by school health teachers, on perceived social support and health behaviors among elementary school students in South Korea. Using a quasi-experimental design with class-level random assignment, 90 students from six classes were assigned to the HE-SNS group, health education (HE) group, or control group. The HE-SNS intervention, led by a school nurse, integrated classroom health education with social networking activities involving students, teachers, and parents. Linear mixed model analysis revealed significant group-by-time interaction effects on social support (F = 20.13, p < .001) and health behavior scores (F = 24.69, p < .001). Post hoc Bonferroni tests showed that the HE-SNS group demonstrated greater improvements than the HE and control groups. These findings suggest that school nurse-facilitated SNS-based health education interventions may enhance social support and health behaviors among elementary school students.