Pub Date : 2022-10-06DOI: 10.1177/10598405221131742
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"","doi":"10.1177/10598405221131742","DOIUrl":"https://doi.org/10.1177/10598405221131742","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"34 1","pages":"502 - 503"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73416479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1177/10598405221099145
M. Bergren
{"title":"Shine a Light on School Nurses","authors":"M. Bergren","doi":"10.1177/10598405221099145","DOIUrl":"https://doi.org/10.1177/10598405221099145","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"42 1","pages":"325 - 325"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76246459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-21DOI: 10.1177/10598405221091435
The sample selection for the study reported in the article was incorrect. The report of the sample selection should be: The sample for the job analysis survey was a combination of randomly sampled National Association of School Nurses members and all school nurses certi fi ed through the National Board for the Certi fi cation of School Nurses. The random sample of 1,500 National Association of School Nurses members was cross checked with the list of all 4,070 nationally certi fi ed school nurses. Duplicates were removed. The number of duplicates removed was not recorded. Of the potential sample of 5,570 school nurses, the response rate was 13.46%.
{"title":"CORRIGENDUM to “U.S. School Nursing Job Analysis”","authors":"","doi":"10.1177/10598405221091435","DOIUrl":"https://doi.org/10.1177/10598405221091435","url":null,"abstract":"The sample selection for the study reported in the article was incorrect. The report of the sample selection should be: The sample for the job analysis survey was a combination of randomly sampled National Association of School Nurses members and all school nurses certi fi ed through the National Board for the Certi fi cation of School Nurses. The random sample of 1,500 National Association of School Nurses members was cross checked with the list of all 4,070 nationally certi fi ed school nurses. Duplicates were removed. The number of duplicates removed was not recorded. Of the potential sample of 5,570 school nurses, the response rate was 13.46%.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"80 6 1","pages":"318 - 318"},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90949192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.1177/10598405211056629
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"","doi":"10.1177/10598405211056629","DOIUrl":"https://doi.org/10.1177/10598405211056629","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"13 1","pages":"542 - 543"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81193620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/1059840519864158
H. Wigert, A. Fors, S. Nilsson, Kristina Dalenius, M. Golsäter
Stress has a negative impact on students’ daily lives and can be associated with recurrent pain. School nurses play a key role in supporting young people with stress-related pain. The purpose of this qualitative interview study was to elucidate school nurses’ experiences of encountering students with recurrent pain when practicing person-centred care. The school nurses were based at public and private schools and worked with students aged 12-19. Data were collected through interviews with 18 school nurses and analyzed with deductive content analysis. The school nurses felt that actively listening to the students’ narratives about daily life with recurrent pain, and co-creation of a health plan, encouraged the students to participate as partners in their own care and strengthened their relation with the students. The application of a person-centred approach in school health care meant that traditional knowledge transfer was replaced with a dialogue that reflects both the student’s and school nurse’s perspective.
{"title":"A Person-Centred Approach When Encountering Students With Recurrent Pain: School Nurses’ Experiences","authors":"H. Wigert, A. Fors, S. Nilsson, Kristina Dalenius, M. Golsäter","doi":"10.1177/1059840519864158","DOIUrl":"https://doi.org/10.1177/1059840519864158","url":null,"abstract":"Stress has a negative impact on students’ daily lives and can be associated with recurrent pain. School nurses play a key role in supporting young people with stress-related pain. The purpose of this qualitative interview study was to elucidate school nurses’ experiences of encountering students with recurrent pain when practicing person-centred care. The school nurses were based at public and private schools and worked with students aged 12-19. Data were collected through interviews with 18 school nurses and analyzed with deductive content analysis. The school nurses felt that actively listening to the students’ narratives about daily life with recurrent pain, and co-creation of a health plan, encouraged the students to participate as partners in their own care and strengthened their relation with the students. The application of a person-centred approach in school health care meant that traditional knowledge transfer was replaced with a dialogue that reflects both the student’s and school nurse’s perspective.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"41 1","pages":"249 - 258"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89119278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1177/1059840519881771
Angela M Lepkowski, R. Shannon, Erin D. Maughan
The paucity of scientifically rigorous school nursing clinical practice guidelines (CPGs) presents barriers to evidence-based care of students with special health-care needs. A Model for Developing Evidence-Based Clinical Practice Guidelines for School Nursing (School Nursing CPG Model) was developed under the auspices of the National Association of School Nurses (NASN) to address this need. To test and validate this School Nursing CPG Model, a trial CPG development project was conducted to (1) identify structure and process gaps and areas for improvement within the School Nursing CPG Model and (2) develop an evidence-based CPG for school nursing practice that addresses a priority student health condition: seizures and epilepsy. The School Nursing CPG Model was validated through a trial CPG project which followed the systematic, standardized process of the School Nursing CPG Model while responsively implementing quality improvement measures through the Plan–Do–Study–Act cycle. Both specific aims were accomplished.
{"title":"Validation of a Model for Developing Evidence-Based Clinical Practice Guidelines for School Nursing","authors":"Angela M Lepkowski, R. Shannon, Erin D. Maughan","doi":"10.1177/1059840519881771","DOIUrl":"https://doi.org/10.1177/1059840519881771","url":null,"abstract":"The paucity of scientifically rigorous school nursing clinical practice guidelines (CPGs) presents barriers to evidence-based care of students with special health-care needs. A Model for Developing Evidence-Based Clinical Practice Guidelines for School Nursing (School Nursing CPG Model) was developed under the auspices of the National Association of School Nurses (NASN) to address this need. To test and validate this School Nursing CPG Model, a trial CPG development project was conducted to (1) identify structure and process gaps and areas for improvement within the School Nursing CPG Model and (2) develop an evidence-based CPG for school nursing practice that addresses a priority student health condition: seizures and epilepsy. The School Nursing CPG Model was validated through a trial CPG project which followed the systematic, standardized process of the School Nursing CPG Model while responsively implementing quality improvement measures through the Plan–Do–Study–Act cycle. Both specific aims were accomplished.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"98 1","pages":"410 - 414"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76495073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/1059840519872785
L. Maziarz, J. Dake, Tavis J Glassman
In the United States, sex education in schools varies significantly across districts. Many schools operate without state-guided health education curricula, leaving decisions up to individual districts. The purpose of this study was to explore what type of sex education is being offered in U.S. high schools in addition to assessing the frequency of condom access and contraceptive referral. A total of 772 high school superintendents were surveyed with a response rate of 40.4% (n = 297). Data show most districts teach comprehensive sex education (63%), while only 7% of districts offer condoms to high school students. Twenty-nine percent of superintendents reported their district refers out for contraceptive services to a variety of agencies. School nurses can use this information to inform health policy discussions in their district as well as advocate for awareness among district officials regarding existing health service offerings.
{"title":"Sex Education, Condom Access, and Contraceptive Referral in U.S. High Schools","authors":"L. Maziarz, J. Dake, Tavis J Glassman","doi":"10.1177/1059840519872785","DOIUrl":"https://doi.org/10.1177/1059840519872785","url":null,"abstract":"In the United States, sex education in schools varies significantly across districts. Many schools operate without state-guided health education curricula, leaving decisions up to individual districts. The purpose of this study was to explore what type of sex education is being offered in U.S. high schools in addition to assessing the frequency of condom access and contraceptive referral. A total of 772 high school superintendents were surveyed with a response rate of 40.4% (n = 297). Data show most districts teach comprehensive sex education (63%), while only 7% of districts offer condoms to high school students. Twenty-nine percent of superintendents reported their district refers out for contraceptive services to a variety of agencies. School nurses can use this information to inform health policy discussions in their district as well as advocate for awareness among district officials regarding existing health service offerings.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"94 1","pages":"325 - 329"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83559158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-01Epub Date: 2019-09-15DOI: 10.1177/1059840519875182
Laura E Gultekin, Barbara L Brush, Emily Ginier, Alexandra Cordom, Elizabeth B Dowdell
Despite reports that over 1.3 million school-age children (ages 5-18) were homeless in 2019, little is known about the effects of homelessness on their overall health and well-being. To better understand where gaps exist, a scoping review of the literature was conducted to identify studies of the physical, mental, and behavioral health risks and outcomes of school-age children experiencing homelessness or housing instability. Following the Joanna Briggs Institute framework and Preferred Reporting Items (PRISMA) guidelines, seven electronic databases were searched using key words: homelessness, children, health, and well-being. Of the 4,372 records, 23 articles met inclusion criteria. Most examined mental health and high-risk activities or behavioral risks related to school achievement. Few studies tracked the long-term health outcomes of homeless school-age children. Findings have implications for school nurses who have contact with children experiencing homelessness and are in position to intervene to prevent negative health sequelae in this vulnerable population.
{"title":"Health Risks and Outcomes of Homelessness in School-Age Children and Youth: A Scoping Review of the Literature.","authors":"Laura E Gultekin, Barbara L Brush, Emily Ginier, Alexandra Cordom, Elizabeth B Dowdell","doi":"10.1177/1059840519875182","DOIUrl":"10.1177/1059840519875182","url":null,"abstract":"<p><p>Despite reports that over 1.3 million school-age children (ages 5-18) were homeless in 2019, little is known about the effects of homelessness on their overall health and well-being. To better understand where gaps exist, a scoping review of the literature was conducted to identify studies of the physical, mental, and behavioral health risks and outcomes of school-age children experiencing homelessness or housing instability. Following the Joanna Briggs Institute framework and Preferred Reporting Items (PRISMA) guidelines, seven electronic databases were searched using key words: homelessness, children, health, and well-being. Of the 4,372 records, 23 articles met inclusion criteria. Most examined mental health and high-risk activities or behavioral risks related to school achievement. Few studies tracked the long-term health outcomes of homeless school-age children. Findings have implications for school nurses who have contact with children experiencing homelessness and are in position to intervene to prevent negative health sequelae in this vulnerable population.</p>","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"35 1","pages":"10-18"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89311050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-01DOI: 10.1177/1059840519873380
Joi B. Henry, W. Julion, Dawn T. Bounds, Jen'nea Sumo
Positive father involvement is critical to the healthy social, emotional, and academic outcomes of children at all stages of development. The purpose of this integrative review was to identify, categorize, and evaluate the potential impact of fatherhood interventions on father and child outcomes. A systematic search of four major research databases yielded 44 studies published between 1988 and 2018 that met study inclusion criteria. The most effective interventions were delivered in the community, with fathers convened in groups. Content focused on promoting positive parenting, co-parenting, and father/child relationships. Consequently, father involvement and child cognitive and socioemotional development were improved. Academic settings were underutilized in the fatherhood interventions in this review. We conclude that in order to optimize healthy child development, school officials must adopt a more inclusive stance toward the involvement of fathers in their children’s education. Future randomized trials of fatherhood interventions delivered within school-based settings are warranted.
{"title":"Fatherhood Matters: An Integrative Review of Fatherhood Intervention Research","authors":"Joi B. Henry, W. Julion, Dawn T. Bounds, Jen'nea Sumo","doi":"10.1177/1059840519873380","DOIUrl":"https://doi.org/10.1177/1059840519873380","url":null,"abstract":"Positive father involvement is critical to the healthy social, emotional, and academic outcomes of children at all stages of development. The purpose of this integrative review was to identify, categorize, and evaluate the potential impact of fatherhood interventions on father and child outcomes. A systematic search of four major research databases yielded 44 studies published between 1988 and 2018 that met study inclusion criteria. The most effective interventions were delivered in the community, with fathers convened in groups. Content focused on promoting positive parenting, co-parenting, and father/child relationships. Consequently, father involvement and child cognitive and socioemotional development were improved. Academic settings were underutilized in the fatherhood interventions in this review. We conclude that in order to optimize healthy child development, school officials must adopt a more inclusive stance toward the involvement of fathers in their children’s education. Future randomized trials of fatherhood interventions delivered within school-based settings are warranted.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"3 1","pages":"19 - 32"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80444687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1059840519889395
Debbie Terry, Kristen Trott
Psychogenic nonepileptic events (PNEE) are paroxysmal changes in behavior resembling epileptic seizures but with no electrographic correlate and are instead caused by psychological factors. In this qualitative study, semistructured interviews were conducted with 10 school nurses to identify how they perceive the experience of caring for a student with PNEE as well as supportive factors and barriers to optimal management of PNEE in schools. Several themes were identified: lack of diagnosis awareness by school staff leading to impressions that the student was “faking” the events, inadequate information provided by a health-care provider regarding the diagnosis in general and specifically about the individual student leading to a reliance on information from the student’s family, feelings of doubt and insecurity about the diagnosis and management of the events, and reliance on the school nurse to develop a response plan and to manage the events which can be very time-consuming.
{"title":"A Qualitative Analysis of School Nurses’ Experience Caring for Students With Psychogenic Nonepileptic Events","authors":"Debbie Terry, Kristen Trott","doi":"10.1177/1059840519889395","DOIUrl":"https://doi.org/10.1177/1059840519889395","url":null,"abstract":"Psychogenic nonepileptic events (PNEE) are paroxysmal changes in behavior resembling epileptic seizures but with no electrographic correlate and are instead caused by psychological factors. In this qualitative study, semistructured interviews were conducted with 10 school nurses to identify how they perceive the experience of caring for a student with PNEE as well as supportive factors and barriers to optimal management of PNEE in schools. Several themes were identified: lack of diagnosis awareness by school staff leading to impressions that the student was “faking” the events, inadequate information provided by a health-care provider regarding the diagnosis in general and specifically about the individual student leading to a reliance on information from the student’s family, feelings of doubt and insecurity about the diagnosis and management of the events, and reliance on the school nurse to develop a response plan and to manage the events which can be very time-consuming.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"37 1","pages":"441 - 448"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75086746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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