Pub Date : 2024-07-25DOI: 10.1177/10598405241266237
Olga Acosta Price, Breahnna Saunders, Julie Gibbons, Rachel Sadlon, Lori Garibay, Kafui Doe, Felicity Nelson, Tiffany Wise, Eartha Isaac
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.
我们对在华盛顿特区公立学校和公立特许学校执业的校医(SNs)进行了调查,以评估他们在学校提供行为健康预防、早期识别和治疗服务方面的角色认知和自我报告准备情况。共有 154 名校医完成了关于他们在提供行为健康服务和支持方面的角色的问卷调查。据 SN 报告,他们主要负责识别学生并将其转介给其他学校行为健康专业人员。受访者还表示缺乏行为健康方面的培训,并希望获得更多相关项目和服务的信息。本研究为教育未来的特殊教育人员提供了建议,并重点介绍了华盛顿特区学校卫生服务计划如何利用研究结果来提高在职特殊教育人员的能力。这项研究有助于为特殊教育服务人员提供量身定制的教育机会,最大限度地发挥他们在学校行为保健流程中的作用,并最终改善学生和家庭的结果。
{"title":"School Nurses' Perceived Role and Capacity to Support School Behavioral Health Programs in DC Public and Public Charter Schools.","authors":"Olga Acosta Price, Breahnna Saunders, Julie Gibbons, Rachel Sadlon, Lori Garibay, Kafui Doe, Felicity Nelson, Tiffany Wise, Eartha Isaac","doi":"10.1177/10598405241266237","DOIUrl":"https://doi.org/10.1177/10598405241266237","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/10598405241263953
Ellen M McCabe, Sheryl Bennett, Kerri McGowan Lowrey, Allison Squires
Federal law requires school health leaders to ensure meaningful access to language resources to promote optimal health and education outcomes. This paper aims to inform all stakeholders, including decision-makers, about the importance of developing language access plans and policies. Multiple sources and legal guidelines provide a comprehensive overview of the issue. Including an examination of current practices and challenges that school nurses encounter, specifically regarding language resources, guidance is offered to elucidate meaningful language access policies that ensure equitable access to school health services. Supporting meaningful language access includes providing school nurses with qualified interpretation and translation services to care for those who do not speak, read, or write in English or have limitations with the English language. Additionally, local and state agencies may implement language access services requirements and enforce compliance with a language access plan to meet federal funding requirements.
{"title":"Language Barriers in School Health: Addressing Health Equity in the U.S. Educational System.","authors":"Ellen M McCabe, Sheryl Bennett, Kerri McGowan Lowrey, Allison Squires","doi":"10.1177/10598405241263953","DOIUrl":"https://doi.org/10.1177/10598405241263953","url":null,"abstract":"<p><p>Federal law requires school health leaders to ensure meaningful access to language resources to promote optimal health and education outcomes. This paper aims to inform all stakeholders, including decision-makers, about the importance of developing language access plans and policies. Multiple sources and legal guidelines provide a comprehensive overview of the issue. Including an examination of current practices and challenges that school nurses encounter, specifically regarding language resources, guidance is offered to elucidate meaningful language access policies that ensure equitable access to school health services. Supporting meaningful language access includes providing school nurses with qualified interpretation and translation services to care for those who do not speak, read, or write in English or have limitations with the English language. Additionally, local and state agencies may implement language access services requirements and enforce compliance with a language access plan to meet federal funding requirements.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/10598405241265706
Daniel Shattuck, Mary M Ramos, Bonnie O Richard, Janie Lee Hall, Rhonda Sparks, Cathleen E Willging
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.
{"title":"School Nurse Leadership and the Implementation of School-Based Support for LGBTQ+ Students.","authors":"Daniel Shattuck, Mary M Ramos, Bonnie O Richard, Janie Lee Hall, Rhonda Sparks, Cathleen E Willging","doi":"10.1177/10598405241265706","DOIUrl":"10.1177/10598405241265706","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/10598405241257925
Holly Ainsworth, Karen Johnson
Youth mental health and access to mental health resources are ongoing concerns for many students, families, and school personnel. Schools are trusted entities with the potential to disseminate accurate information. However, little is known about how school districts utilize the opportunity to connect students to trustworthy online mental health crisis resources. The objective of this study was to determine whether school districts are using technology to connect students to mental health resources. Using a stratified random sample of Texas public school districts, we assessed the presence and accessibility of mental health resources through district websites. Only 20.3% of district websites had mental health crisis resources present. Further evaluation revealed that districts are not fully utilizing technology to promote online mental health crisis resources. School nurses can play a key role in expanding access to mental health crisis resources by developing and promoting such websites.
{"title":"The Accessibility of Online Mental Health Crisis Resources in Texas Public School Districts.","authors":"Holly Ainsworth, Karen Johnson","doi":"10.1177/10598405241257925","DOIUrl":"https://doi.org/10.1177/10598405241257925","url":null,"abstract":"<p><p>Youth mental health and access to mental health resources are ongoing concerns for many students, families, and school personnel. Schools are trusted entities with the potential to disseminate accurate information. However, little is known about how school districts utilize the opportunity to connect students to trustworthy online mental health crisis resources. The objective of this study was to determine whether school districts are using technology to connect students to mental health resources. Using a stratified random sample of Texas public school districts, we assessed the presence and accessibility of mental health resources through district websites. Only 20.3% of district websites had mental health crisis resources present. Further evaluation revealed that districts are not fully utilizing technology to promote online mental health crisis resources. School nurses can play a key role in expanding access to mental health crisis resources by developing and promoting such websites.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2021-12-28DOI: 10.1177/10598405211069911
Michael W Long, Sharon Hobson, Jacqueline Dougé, Kerrie Wagaman, Rachel Sadlon, Olga Acosta Price
Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.
{"title":"Effectiveness and Cost-Benefit of an Elementary School-Based Telehealth Program.","authors":"Michael W Long, Sharon Hobson, Jacqueline Dougé, Kerrie Wagaman, Rachel Sadlon, Olga Acosta Price","doi":"10.1177/10598405211069911","DOIUrl":"10.1177/10598405211069911","url":null,"abstract":"<p><p>Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39770360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2022-03-02DOI: 10.1177/10598405221082682
Erin N Sweeney, Christine M Fisher, Megan M Adkins
Menarche can be a difficult transition for young people. With appropriate education, youth can feel more positively about the menstrual experience. Since many elementary teachers are not equipped with menstrual health knowledge, the education falls to the school nurse. However, it is unknown if school nurses feel comfortable communicating about menstruation with young people. The purpose of this study was to explore school nurses' perceptions regarding menstrual health education in elementary schools (grades K-5).An online mixed-methods survey was established using Qualtrics. Through snowball sampling, 30 elementary school nurses responded. Using the Integrated Behavioral Model (IBM) as a framework, a deductive semantic thematic analysis was used to identify themes for each question.Data suggested that elementary school nurses would participate in professional development regarding menstrual health and hygiene. School health nurses are receiving limited knowledge/skills surrounding pedagogy and are not familiar with cultural differences when it comes to menstrual health.
{"title":"Elementary School Nurses' Perceptions Regarding Menstruation Education: An Exploratory Study.","authors":"Erin N Sweeney, Christine M Fisher, Megan M Adkins","doi":"10.1177/10598405221082682","DOIUrl":"10.1177/10598405221082682","url":null,"abstract":"<p><p>Menarche can be a difficult transition for young people. With appropriate education, youth can feel more positively about the menstrual experience. Since many elementary teachers are not equipped with menstrual health knowledge, the education falls to the school nurse. However, it is unknown if school nurses feel comfortable communicating about menstruation with young people. The purpose of this study was to explore school nurses' perceptions regarding menstrual health education in elementary schools (grades K-5).An online mixed-methods survey was established using Qualtrics. Through snowball sampling, 30 elementary school nurses responded. Using the Integrated Behavioral Model (IBM) as a framework, a deductive semantic thematic analysis was used to identify themes for each question.Data suggested that elementary school nurses would participate in professional development regarding menstrual health and hygiene. School health nurses are receiving limited knowledge/skills surrounding pedagogy and are not familiar with cultural differences when it comes to menstrual health.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75549520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2022-03-07DOI: 10.1177/10598405221084317
Malin Jakobsson, Karin Josefsson, Karin Högberg
Sleeping difficulties among adolescents constitute a pressing public health issue, and it is of the utmost importance that these are approached from a health-promotion perspective. This study explores adolescents' suggestions on how their sleep could be supported. Data were collected via eight focus group interviews with 43 adolescents aged 15-16, in Sweden, and analyzed using qualitative content analysis. The results describe the adolescents' suggestions on how their sleep could be supported in three themes: being supported by involved parents- routines, engagement, and warmth are vital; being supported to achieve knowledge on the "whys" and "hows" of sleep-increased knowledge gives the ability to make well-grounded sleep choices; and being guided into finding balance-balance in life is difficult to achieve and adolescents desire support. Parents, school nurses, health professionals, and anyone who has the opportunity to improve and promote sleep should consider adolescents' suggestions.
{"title":"Adolescents' Suggestions on how to Support Their Sleep: A Focus Group Study.","authors":"Malin Jakobsson, Karin Josefsson, Karin Högberg","doi":"10.1177/10598405221084317","DOIUrl":"10.1177/10598405221084317","url":null,"abstract":"<p><p>Sleeping difficulties among adolescents constitute a pressing public health issue, and it is of the utmost importance that these are approached from a health-promotion perspective. This study explores adolescents' suggestions on how their sleep could be supported. Data were collected via eight focus group interviews with 43 adolescents aged 15-16, in Sweden, and analyzed using qualitative content analysis. The results describe the adolescents' suggestions on how their sleep could be supported in three themes: being supported by involved parents- routines, engagement, and warmth are vital; being supported to achieve knowledge on the \"whys\" and \"hows\" of sleep-increased knowledge gives the ability to make well-grounded sleep choices; and being guided into finding balance-balance in life is difficult to achieve and adolescents desire support. Parents, school nurses, health professionals, and anyone who has the opportunity to improve and promote sleep should consider adolescents' suggestions.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85205659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2021-12-28DOI: 10.1177/10598405211069601
Anne Sebert Kuhlmann, Mintesnot T Teni, Rhonda Key, Cryslynn Billingsley
Menstrual hygiene management (MHM) among female students is a neglected public health issue in the U.S. This study documented period product insecurity, school absenteeism, and use of school resources to obtain period products among high-school students in St. Louis, MO. Female students completed an anonymous, self-administered survey in English (n = 119). Descriptive statistics were used to determine the prevalence of period product need, resources used to obtain period products, and period-related absenteeism. The mean age of participants was 15.78 ± 1.28. Nearly two-thirds (64.4% (95% CI 55.1%-73.0%)) reported period product insecurity. Two-thirds (66.9% (95% CI 57.7%-75.3%)) reported using at least one of the school's resources to obtain period products. One-third of the participants (33.6% (95% CI 25.0%-43.1%)) reported missing school due to a lack of period products. School nurses need to be cognizant of how MHM affects their students' attendance at school and what measures they can take to help reduce menstruation-related absenteeism.
本研究记录了密苏里州圣路易斯市高中生经期用品不安全、旷课以及利用学校资源获取经期用品的情况。女学生用英语完成了一项匿名自填式调查(n = 119)。调查采用了描述性统计方法来确定生理期用品需求的普遍程度、用于获取生理期用品的资源以及与生理期有关的旷课情况。参与者的平均年龄为 15.78±1.28 岁。近三分之二(64.4%(95% CI 55.1%-73.0%)的受访者表示经期用品不安全。三分之二(66.9% (95% CI 57.7%-75.3%))的受访者表示至少使用过一种学校资源来获取月经用品。三分之一的参与者(33.6%(95% CI 25.0%-43.1%))称因缺少生理期用品而缺课。学校护士需要认识到 MHM 如何影响学生的出勤率,以及他们可以采取哪些措施来帮助减少与月经有关的旷课现象。
{"title":"Period Product Insecurity, School Absenteeism, and use of School Resources to Obtain Period Products among High School Students in St. Louis, Missouri.","authors":"Anne Sebert Kuhlmann, Mintesnot T Teni, Rhonda Key, Cryslynn Billingsley","doi":"10.1177/10598405211069601","DOIUrl":"10.1177/10598405211069601","url":null,"abstract":"<p><p>Menstrual hygiene management (MHM) among female students is a neglected public health issue in the U.S. This study documented period product insecurity, school absenteeism, and use of school resources to obtain period products among high-school students in St. Louis, MO. Female students completed an anonymous, self-administered survey in English (n = 119). Descriptive statistics were used to determine the prevalence of period product need, resources used to obtain period products, and period-related absenteeism. The mean age of participants was 15.78 ± 1.28. Nearly two-thirds (64.4% (95% CI 55.1%-73.0%)) reported period product insecurity. Two-thirds (66.9% (95% CI 57.7%-75.3%)) reported using at least one of the school's resources to obtain period products. One-third of the participants (33.6% (95% CI 25.0%-43.1%)) reported missing school due to a lack of period products. School nurses need to be cognizant of how MHM affects their students' attendance at school and what measures they can take to help reduce menstruation-related absenteeism.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39630358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2022-03-22DOI: 10.1177/10598405221088957
Anita Moyes, Shirley McGough, Dianne Wynaden
School nurses have reported stress and worry caring for young people experiencing mental health problems, but why this occurs and how they respond has not been well-explored. In this study researchers generated a substantive theory of the experiences of secondary school nurses who encountered young people with mental health problems using the original method of grounded theory. Thirty-one Western Australian school nurse participants reported that students presented with complex mental and social health needs that were not easily resolved. This was conceptualized as an untenable burden. Participants countered this by engaging in the three-stage process of tactical prioritizing. During an initial period of strategic assimilation into the school and broader community, participants referred students to external service providers. This was frequently inadequate, and participants found themselves grappling with unmet student mental health needs. Participants responded by implementing nursing strategies for optimizing outcomes in the lives of young people, while simultaneously engaging in managing self to support their own well-being.
{"title":"An <i>Untenable Burden</i>: Exploring Experiences of Secondary School Nurses Who Encounter Young People with Mental Health Problems.","authors":"Anita Moyes, Shirley McGough, Dianne Wynaden","doi":"10.1177/10598405221088957","DOIUrl":"10.1177/10598405221088957","url":null,"abstract":"<p><p>School nurses have reported stress and worry caring for young people experiencing mental health problems, but why this occurs and how they respond has not been well-explored. In this study researchers generated a substantive theory of the experiences of secondary school nurses who encountered young people with mental health problems using the original method of grounded theory. Thirty-one Western Australian school nurse participants reported that students presented with complex mental and social health needs that were not easily resolved. This was conceptualized as an <i>untenable burden</i>. Participants countered this by engaging in the three-stage process of <i>tactical prioritizing.</i> During an initial period of <i>strategic assimilation</i> into the school and broader community, participants referred students to external service providers. This was frequently inadequate, and participants found themselves grappling with unmet student mental health needs. Participants responded by implementing nursing strategies for <i>optimizing outcomes</i> in the lives of young people, while simultaneously engaging in <i>managing self</i> to support their own well-being.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40310691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01Epub Date: 2022-02-10DOI: 10.1177/10598405221076137
Edward B Lewin, Dawn M Bellanti, Courtney C Boyd, Walter A Orenstein, Joseph A Bellanti
Background: While vaccines have reduced the incidence of vaccine-preventable diseases, vaccine hesitancy threatens the re-emergence of childhood infectious diseases. Purpose: This randomized controlled study evaluated an online vaccine education program to advance vaccine acceptance among middle-school students. Methodology: Study participants were randomly assigned to an intervention group who viewed the VEP videos or to a comparison group who viewed a science-based video unrelated to vaccines. Results: Knowledge scores improved in both groups and more favorable shifts in vaccine-related beliefs and attitudes occurred in the intervention than in the comparison group. Conclusions: This program can be feasibly delivered via an online platform to middle school students, resulting in shifts in vaccine-related knowledge, beliefs and attitudes. Implications: Delivering evidence-based content to instruct about vaccine effectiveness and safety is an area in which school nurses have demonstrated an important role as a resource for patient education to promote vaccine advocacy.
{"title":"An Exploratory Study of an Online Vaccine Education Program in Middle-School Students to Promote Vaccine Acceptance.","authors":"Edward B Lewin, Dawn M Bellanti, Courtney C Boyd, Walter A Orenstein, Joseph A Bellanti","doi":"10.1177/10598405221076137","DOIUrl":"10.1177/10598405221076137","url":null,"abstract":"<p><p><b>Background:</b> While vaccines have reduced the incidence of vaccine-preventable diseases, vaccine hesitancy threatens the re-emergence of childhood infectious diseases. <b>Purpose:</b> This randomized controlled study evaluated an online vaccine education program to advance vaccine acceptance among middle-school students. <b>Methodology:</b> Study participants were randomly assigned to an intervention group who viewed the VEP videos or to a comparison group who viewed a science-based video unrelated to vaccines. <b>Results:</b> Knowledge scores improved in both groups and more favorable shifts in vaccine-related beliefs and attitudes occurred in the intervention than in the comparison group. <b>Conclusions:</b> This program can be feasibly delivered via an online platform to middle school students, resulting in shifts in vaccine-related knowledge, beliefs and attitudes. <b>Implications:</b> Delivering evidence-based content to instruct about vaccine effectiveness and safety is an area in which school nurses have demonstrated an important role as a resource for patient education to promote vaccine advocacy.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39610956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}