Pub Date : 2016-08-01DOI: 10.1177/1059840515615401
N. Emerson, Brian J Distelberg, Holly E. R. Morrell, Jackie Williams-Reade, Daniel Tapanes, S. Montgomery
Objective: Children and adolescents with a chronic illness (CI) tend to demonstrate diminished physical and social functioning, which contribute to school attendance issues. We investigated the role of social and physical functioning in reducing school absenteeism in children participating in Mastering Each New Direction (MEND), a family-based psychosocial intervention for youths with CI. Methods: Forty-eight children and adolescents with a CI (70.8% female, M age = 14.922, SD = 2.143) and their parent(s) completed a health-related quality of life (HRQOL) measure pre- and postintervention. Using multiple mediation, we examined whether parent- and child-rated physical and social HRQOL mediated the relationship between school attendance before and after MEND. Once the mediational model was not supported, we investigated whether HRQOL moderated the relationship between missed school days pre- and postintervention. Results: Neither physical nor social functioning mediated or moderated the relationship between missed school days pre- and postintervention. Instead, higher parent-rated physical functioning directly predicted decreased number of missed school days, while lower parent-rated social and child-rated physical functioning predicted increased missed school days. Conclusions: Parent-perceived HRQOL may have a direct effect on health-related behaviors such as school attendance. Future research should determine whether gains in parent-rated QOL are maintained in the long term and whether these continue to impact markers of functional well-being.
{"title":"Quality of Life and School Absenteeism in Children With Chronic Illness","authors":"N. Emerson, Brian J Distelberg, Holly E. R. Morrell, Jackie Williams-Reade, Daniel Tapanes, S. Montgomery","doi":"10.1177/1059840515615401","DOIUrl":"https://doi.org/10.1177/1059840515615401","url":null,"abstract":"Objective: Children and adolescents with a chronic illness (CI) tend to demonstrate diminished physical and social functioning, which contribute to school attendance issues. We investigated the role of social and physical functioning in reducing school absenteeism in children participating in Mastering Each New Direction (MEND), a family-based psychosocial intervention for youths with CI. Methods: Forty-eight children and adolescents with a CI (70.8% female, M age = 14.922, SD = 2.143) and their parent(s) completed a health-related quality of life (HRQOL) measure pre- and postintervention. Using multiple mediation, we examined whether parent- and child-rated physical and social HRQOL mediated the relationship between school attendance before and after MEND. Once the mediational model was not supported, we investigated whether HRQOL moderated the relationship between missed school days pre- and postintervention. Results: Neither physical nor social functioning mediated or moderated the relationship between missed school days pre- and postintervention. Instead, higher parent-rated physical functioning directly predicted decreased number of missed school days, while lower parent-rated social and child-rated physical functioning predicted increased missed school days. Conclusions: Parent-perceived HRQOL may have a direct effect on health-related behaviors such as school attendance. Future research should determine whether gains in parent-rated QOL are maintained in the long term and whether these continue to impact markers of functional well-being.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"45 1","pages":"258 - 266"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90420740","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 : 2016-04-04DOI: 10.1177/1059840516641190
Gabrielle F. Miller, E. Coffield, Zanie C. Leroy, R. Wallin
The objective is to examine the prevalence and health-care costs associated with asthma, epilepsy, hypertension, food allergies, and diabetes in children aged 0–18 years. Prevalence was calculated using 2005–2012 Medical Expenditure Panel Survey (MEPS) data, a population-based, nationally representative sample. Using MEPS, two-part models estimated the cost of each condition for all children while controlling for sociodemographic categories. Prevalence rates varied by race and ethnicity across conditions. Females had higher prevalence of all chronic conditions, except epilepsy. An additional US$1,377.60–US$9,059.49 annually were spent on medical expenses for children aged 0–18 years, with asthma, diabetes, or epilepsy compared to children without these conditions. This is the first study to examine the costs and prevalence of chronic health conditions in children and adolescents using a single data set. Understanding the odds of having a condition by sociodemographic categories highlights disparities that can potentially inform school nurses on the best allocation of resources to serve students.
{"title":"Prevalence and Costs of Five Chronic Conditions in Children","authors":"Gabrielle F. Miller, E. Coffield, Zanie C. Leroy, R. Wallin","doi":"10.1177/1059840516641190","DOIUrl":"https://doi.org/10.1177/1059840516641190","url":null,"abstract":"The objective is to examine the prevalence and health-care costs associated with asthma, epilepsy, hypertension, food allergies, and diabetes in children aged 0–18 years. Prevalence was calculated using 2005–2012 Medical Expenditure Panel Survey (MEPS) data, a population-based, nationally representative sample. Using MEPS, two-part models estimated the cost of each condition for all children while controlling for sociodemographic categories. Prevalence rates varied by race and ethnicity across conditions. Females had higher prevalence of all chronic conditions, except epilepsy. An additional US$1,377.60–US$9,059.49 annually were spent on medical expenses for children aged 0–18 years, with asthma, diabetes, or epilepsy compared to children without these conditions. This is the first study to examine the costs and prevalence of chronic health conditions in children and adolescents using a single data set. Understanding the odds of having a condition by sociodemographic categories highlights disparities that can potentially inform school nurses on the best allocation of resources to serve students.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"27 1","pages":"357 - 364"},"PeriodicalIF":0.0,"publicationDate":"2016-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82297580","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 : 2016-04-04DOI: 10.1177/1059840516641189
Judith E Quaranta, G. Spencer
Asthma rates are increasing in children. School nurses have opportunities to care for children with asthma but need to overcome barriers impacting their ability to manage asthma in the school setting. This study (a) assessed barriers present in the school setting, (b) determined the impact of barriers on performance of asthma management behaviors, and (c) determined the impact of barriers on importance ratings of asthma management behaviors, asthma self-efficacy, and asthma attitudes (N = 537). Results revealed 72% of the nurses reported at least one barrier. As numbers of barriers increased, performance of asthma management behaviors decreased. Significant relationships were found between specific asthma management behaviors and specific barriers. No significant relationships were found between barriers and asthma self-efficacy, asthma attitude, or importance ratings of asthma management behaviors. Removing barriers may allow the nurse to perform at greatest effectiveness, enhancing the positive outcomes that result from appropriate asthma management.
{"title":"Barriers to Asthma Management as Identified by School Nurses","authors":"Judith E Quaranta, G. Spencer","doi":"10.1177/1059840516641189","DOIUrl":"https://doi.org/10.1177/1059840516641189","url":null,"abstract":"Asthma rates are increasing in children. School nurses have opportunities to care for children with asthma but need to overcome barriers impacting their ability to manage asthma in the school setting. This study (a) assessed barriers present in the school setting, (b) determined the impact of barriers on performance of asthma management behaviors, and (c) determined the impact of barriers on importance ratings of asthma management behaviors, asthma self-efficacy, and asthma attitudes (N = 537). Results revealed 72% of the nurses reported at least one barrier. As numbers of barriers increased, performance of asthma management behaviors decreased. Significant relationships were found between specific asthma management behaviors and specific barriers. No significant relationships were found between barriers and asthma self-efficacy, asthma attitude, or importance ratings of asthma management behaviors. Removing barriers may allow the nurse to perform at greatest effectiveness, enhancing the positive outcomes that result from appropriate asthma management.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"72 1","pages":"365 - 373"},"PeriodicalIF":0.0,"publicationDate":"2016-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89207462","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 : 2016-04-01DOI: 10.1177/1059840515615676
Molly E Radis, S. Updegrove, Anne Somsel, A. Crowley
Access to student health information, such as immunizations, screenings, and care plans for chronic conditions, is essential for school nurses to fulfill their role in promoting students’ health. School nurses typically encounter barriers to accessing health records and spend many hours attempting to retrieve health information. As a result, nurses’ time is poorly utilized and students may suffer adverse outcomes including delayed school entry. In response to this pressing public health issue, a school medical advisor and director of school nurses in a local health department successfully negotiated access for school nurses to three health record systems: a state immunization tracking system, an electronic lead surveillance program, and an electronic health record system. This negotiation process is presented within a framework of the Theory of Diffusion of Innovation and provides a strategy for other school nurses seeking access to student health information.
{"title":"Negotiating Access to Health Information to Promote Students’ Health","authors":"Molly E Radis, S. Updegrove, Anne Somsel, A. Crowley","doi":"10.1177/1059840515615676","DOIUrl":"https://doi.org/10.1177/1059840515615676","url":null,"abstract":"Access to student health information, such as immunizations, screenings, and care plans for chronic conditions, is essential for school nurses to fulfill their role in promoting students’ health. School nurses typically encounter barriers to accessing health records and spend many hours attempting to retrieve health information. As a result, nurses’ time is poorly utilized and students may suffer adverse outcomes including delayed school entry. In response to this pressing public health issue, a school medical advisor and director of school nurses in a local health department successfully negotiated access for school nurses to three health record systems: a state immunization tracking system, an electronic lead surveillance program, and an electronic health record system. This negotiation process is presented within a framework of the Theory of Diffusion of Innovation and provides a strategy for other school nurses seeking access to student health information.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"45 1","pages":"81 - 85"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79474146","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 : 2016-04-01DOI: 10.1177/1059840516634395
J. Cowell
Over 10 years ago, Dr. Elias Zerhouni, at the National Institutes of Health (NIH), challenged the biomedical researchers in the United States to translate their innovations to practice, thus advancing the nation’s health (Zerhouni, 2005). While there had been strategies for dissemination of innovations for years, this challenge created a focus at NIH to shorten the gap in time from discoveries to practice. Since that announcement by Dr. Zerhouni, the National Center for Advancing Translational Science has been established with funding mechanisms to promote tested innovations in the community (https://ncats.nih.gov/). Historically, biomedical research in laboratories leads to important discoveries about disease. The findings from laboratory studies are then tested in the clinical setting. There can be four phases of trials: Phase 1—initial safety study with a small sample; Phase 2—a test of effectiveness and additional safety study with larger sample; Phase 3— clinical trial that is double blinded, that is, the investigator nor patient know if they are receiving the experimental treatment. The sample size for Phase 3 trial is large, hundreds to thousands of participants. Phase 4—studies are conducted after the treatment is widely disseminated to determine the effects on diverse populations and to study long-term effects (https:// www.nlm.nih.gov/services/ctphases.html). The adoption of tested interventions into general practice takes decades. Translational research introduces new methods that accelerate the processes of biomedical research by the use of collaborative links that provide feedback. Thus, two new stages of research design shorten the phases of the traditional clinical trials. The new stages include the continuous refinement and evaluation of innovations across diverse populations. Additionally, feedback from the community is introduced from the initial creation of the innovation, the design to intervention testing (Grady, 2010). The use of community advisory groups has become common place at all stages of research, as translational science tenets become common place. Grady highlighted the importance of research that is multidisciplinary, that is, coordinated among scientists of different disciplines. She highlighted the fact that interdisciplinary research shows cooperation of scientists in addressing issue crossing boundaries. Finally, Grady promoted transdisciplinary efforts with collaborative projects that go beyond any one discipline (Grady, 2010). The core of the evidence-based practice movement and translational science movement has been to bring evidence to clinical practice (Pearson, Jordan, & Munn, 2012). Implications for Authors
{"title":"Translational Science for School Nursing and School Health Services","authors":"J. Cowell","doi":"10.1177/1059840516634395","DOIUrl":"https://doi.org/10.1177/1059840516634395","url":null,"abstract":"Over 10 years ago, Dr. Elias Zerhouni, at the National Institutes of Health (NIH), challenged the biomedical researchers in the United States to translate their innovations to practice, thus advancing the nation’s health (Zerhouni, 2005). While there had been strategies for dissemination of innovations for years, this challenge created a focus at NIH to shorten the gap in time from discoveries to practice. Since that announcement by Dr. Zerhouni, the National Center for Advancing Translational Science has been established with funding mechanisms to promote tested innovations in the community (https://ncats.nih.gov/). Historically, biomedical research in laboratories leads to important discoveries about disease. The findings from laboratory studies are then tested in the clinical setting. There can be four phases of trials: Phase 1—initial safety study with a small sample; Phase 2—a test of effectiveness and additional safety study with larger sample; Phase 3— clinical trial that is double blinded, that is, the investigator nor patient know if they are receiving the experimental treatment. The sample size for Phase 3 trial is large, hundreds to thousands of participants. Phase 4—studies are conducted after the treatment is widely disseminated to determine the effects on diverse populations and to study long-term effects (https:// www.nlm.nih.gov/services/ctphases.html). The adoption of tested interventions into general practice takes decades. Translational research introduces new methods that accelerate the processes of biomedical research by the use of collaborative links that provide feedback. Thus, two new stages of research design shorten the phases of the traditional clinical trials. The new stages include the continuous refinement and evaluation of innovations across diverse populations. Additionally, feedback from the community is introduced from the initial creation of the innovation, the design to intervention testing (Grady, 2010). The use of community advisory groups has become common place at all stages of research, as translational science tenets become common place. Grady highlighted the importance of research that is multidisciplinary, that is, coordinated among scientists of different disciplines. She highlighted the fact that interdisciplinary research shows cooperation of scientists in addressing issue crossing boundaries. Finally, Grady promoted transdisciplinary efforts with collaborative projects that go beyond any one discipline (Grady, 2010). The core of the evidence-based practice movement and translational science movement has been to bring evidence to clinical practice (Pearson, Jordan, & Munn, 2012). Implications for Authors","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"2 1","pages":"79 - 80"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80785461","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 : 2016-04-01DOI: 10.1177/1059840515621607
Ellen Hanley Nadeau, C. Toronto
Childhood asthma is a growing health concern. Asthma is the most common chronic illness of childhood and a leading cause of emergency room visits, hospitalizations, and school absenteeism. School nurses play a valuable role in asthma management. The purpose of this integrative review is to examine barriers to asthma management for school nurses in the school setting. Findings revealed multiple barriers school nurses encounter in managing asthma. Six themes emerged that included lack of resources and support, insufficient time, communication challenges, limited knowledge, and lack of awareness of school nurses’ expertise. Students, parents, primary care physicians, school administration, staff, and school nurses themselves all play a role in constructing barriers to asthma management. There is a need for school nurses and school nurse leaders to focus efforts to develop strategies to overcome barriers to ensure evidence-based, best practice management of asthma in the school setting.
{"title":"Barriers to Asthma Management for School Nurses","authors":"Ellen Hanley Nadeau, C. Toronto","doi":"10.1177/1059840515621607","DOIUrl":"https://doi.org/10.1177/1059840515621607","url":null,"abstract":"Childhood asthma is a growing health concern. Asthma is the most common chronic illness of childhood and a leading cause of emergency room visits, hospitalizations, and school absenteeism. School nurses play a valuable role in asthma management. The purpose of this integrative review is to examine barriers to asthma management for school nurses in the school setting. Findings revealed multiple barriers school nurses encounter in managing asthma. Six themes emerged that included lack of resources and support, insufficient time, communication challenges, limited knowledge, and lack of awareness of school nurses’ expertise. Students, parents, primary care physicians, school administration, staff, and school nurses themselves all play a role in constructing barriers to asthma management. There is a need for school nurses and school nurse leaders to focus efforts to develop strategies to overcome barriers to ensure evidence-based, best practice management of asthma in the school setting.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"2 1","pages":"86 - 98"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85198550","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 : 2016-03-29DOI: 10.1177/1059840516637651
T. Rebmann, James Turner, Allison K. Kunerth
Working while ill (presenteeism) with symptoms of influenza-like illness can contribute to outbreaks, but little is known about school nurse presenteeism. Missouri Association of School Nurses members (N = 396) were sent a survey in 2013/2014. A chi square test was conducted to compare having a school culture that encourages presenteeism versus actual sick leave policies. Multivariate logistic regression was conducted to delineate factors associated with presenteeism. In total, 133 school nurses participated (33.6% response rate). Almost half (42.1%, n = 56) reported presenteeism. Nurses were more likely to feel pressure to engage in presenteeism than reported punitive sick leave policies (14.3% vs. 3.8%, χ2 = 18.3, p < .001). Presenteeism was associated with perceived pressure, odds ratio (OR) = 4.8, confidence interval (CI) = [1.5, 15.8], p < .01, and having a mild illness, OR = 3.6, CI = [1.4, 9.7], p = .01. Many school nurses engage in presenteeism, and this appears to be associated with organizational cultural norms rather than established sick leave policies.
有流感样疾病症状的带病工作(出勤)可能导致疫情爆发，但对学校护士出勤知之甚少。于2013/2014年对密苏里州学校护士协会会员(396名)进行问卷调查。进行了卡方检验来比较鼓励出勤的学校文化与实际的病假政策。采用多元逻辑回归来描述与出勤相关的因素。共有133名学校护士参与调查，回复率为33.6%。近一半(42.1%，n = 56)报告出勤。与报告的惩罚性病假政策相比，护士更有可能感受到参与出勤的压力(14.3% vs. 3.8%， χ2 = 18.3, p < .001)。出勤与感觉压力相关，优势比(OR) = 4.8，可信区间(CI) = [1.5, 15.8]， p < 0.01;与病情轻微相关，OR = 3.6, CI = [1.4, 9.7]， p = 0.01。许多学校护士出勤，这似乎与组织文化规范有关，而不是既定的病假政策。
{"title":"Presenteeism Attitudes and Behavior Among Missouri Kindergarten to Twelfth Grade (K–12) School Nurses","authors":"T. Rebmann, James Turner, Allison K. Kunerth","doi":"10.1177/1059840516637651","DOIUrl":"https://doi.org/10.1177/1059840516637651","url":null,"abstract":"Working while ill (presenteeism) with symptoms of influenza-like illness can contribute to outbreaks, but little is known about school nurse presenteeism. Missouri Association of School Nurses members (N = 396) were sent a survey in 2013/2014. A chi square test was conducted to compare having a school culture that encourages presenteeism versus actual sick leave policies. Multivariate logistic regression was conducted to delineate factors associated with presenteeism. In total, 133 school nurses participated (33.6% response rate). Almost half (42.1%, n = 56) reported presenteeism. Nurses were more likely to feel pressure to engage in presenteeism than reported punitive sick leave policies (14.3% vs. 3.8%, χ2 = 18.3, p < .001). Presenteeism was associated with perceived pressure, odds ratio (OR) = 4.8, confidence interval (CI) = [1.5, 15.8], p < .01, and having a mild illness, OR = 3.6, CI = [1.4, 9.7], p = .01. Many school nurses engage in presenteeism, and this appears to be associated with organizational cultural norms rather than established sick leave policies.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"72 1","pages":"407 - 415"},"PeriodicalIF":0.0,"publicationDate":"2016-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89081099","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 : 2016-03-23DOI: 10.1177/1059840516635711
Anne‐Marie Tougas, S. Jutras, M. Bigras
The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered by four groups of relations with regard to school: parents, siblings, friends, and other nonprofessional relations. The interview responses revealed that parents were perceived to be the primary source of informational and emotional support, with support also provided to a lesser extent by friends, siblings, and members of the extended family. Inferential analyses indicated that young survivors report a higher school engagement score when they perceive themselves as receiving support from a greater number of groups of relations, especially from friends or siblings.
{"title":"Types and Influence of Social Support on School Engagement of Young Survivors of Leukemia","authors":"Anne‐Marie Tougas, S. Jutras, M. Bigras","doi":"10.1177/1059840516635711","DOIUrl":"https://doi.org/10.1177/1059840516635711","url":null,"abstract":"The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered by four groups of relations with regard to school: parents, siblings, friends, and other nonprofessional relations. The interview responses revealed that parents were perceived to be the primary source of informational and emotional support, with support also provided to a lesser extent by friends, siblings, and members of the extended family. Inferential analyses indicated that young survivors report a higher school engagement score when they perceive themselves as receiving support from a greater number of groups of relations, especially from friends or siblings.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"33 1","pages":"281 - 293"},"PeriodicalIF":0.0,"publicationDate":"2016-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77280037","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 : 2016-03-23DOI: 10.1177/1059840516634805
Melina Bersamin, S. Garbers, J. Gaarde, J. Santelli
This study examines the association between school-based health center (SBHC) presence and school-wide measures of academic achievement and college preparation efforts. Publicly available educational and demographic data from 810 California public high schools were linked to a list of schools with an SBHC. Propensity score matching, a method to reduce bias inherent in nonrandomized control studies, was used to select comparison schools. Regression analyses, controlling for proportion of English-language learners, were conducted for each outcome including proportion of students participating in three College Board exams, graduation rates, and meeting university graduation requirements. Findings suggest that SBHC presence is positively associated with college preparation outcomes but not with academic achievement outcomes (graduation rates or meeting state graduation requirements). Future research must examine underlying mechanisms supporting this association, such as school connectedness. Additional research should explore the role that SBHC staff could have in supporting college preparation efforts.
{"title":"Assessing the Impact of School-Based Health Centers on Academic Achievement and College Preparation Efforts","authors":"Melina Bersamin, S. Garbers, J. Gaarde, J. Santelli","doi":"10.1177/1059840516634805","DOIUrl":"https://doi.org/10.1177/1059840516634805","url":null,"abstract":"This study examines the association between school-based health center (SBHC) presence and school-wide measures of academic achievement and college preparation efforts. Publicly available educational and demographic data from 810 California public high schools were linked to a list of schools with an SBHC. Propensity score matching, a method to reduce bias inherent in nonrandomized control studies, was used to select comparison schools. Regression analyses, controlling for proportion of English-language learners, were conducted for each outcome including proportion of students participating in three College Board exams, graduation rates, and meeting university graduation requirements. Findings suggest that SBHC presence is positively associated with college preparation outcomes but not with academic achievement outcomes (graduation rates or meeting state graduation requirements). Future research must examine underlying mechanisms supporting this association, such as school connectedness. Additional research should explore the role that SBHC staff could have in supporting college preparation efforts.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"5 1","pages":"241 - 245"},"PeriodicalIF":0.0,"publicationDate":"2016-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86095960","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 : 2016-03-23DOI: 10.1177/1059840516636197
Sonya Sharkey, Linda Denke, M. Herbert
To overcome barriers to improved outcomes, we undertook an intervention to teach schoolchildren how to detect a stroke and call emergency medical services (EMS). We obtained permission from parents and guardians to use an 8-min puppet show to instruct the fourth, fifth, and sixth graders about stroke detection, symptomatology, and calling EMS. A pretest and three posttests—one immediately following the presentation, one at 3 months, and a third at 6 months—were administered. Responses from 282 students were evaluable. Significant improvements (p < .001) in knowledge were found through all posttests in identifying what parts of the body stroke affected and through the first two posttests in recognizing symptoms stroke victims experienced. Students demonstrated at pretest a high awareness of EMS and 911 (97.5%) and showed slight, but not significant, improvement over time.
{"title":"Using Puppets to Teach Schoolchildren to Detect Stroke and Call 911","authors":"Sonya Sharkey, Linda Denke, M. Herbert","doi":"10.1177/1059840516636197","DOIUrl":"https://doi.org/10.1177/1059840516636197","url":null,"abstract":"To overcome barriers to improved outcomes, we undertook an intervention to teach schoolchildren how to detect a stroke and call emergency medical services (EMS). We obtained permission from parents and guardians to use an 8-min puppet show to instruct the fourth, fifth, and sixth graders about stroke detection, symptomatology, and calling EMS. A pretest and three posttests—one immediately following the presentation, one at 3 months, and a third at 6 months—were administered. Responses from 282 students were evaluable. Significant improvements (p < .001) in knowledge were found through all posttests in identifying what parts of the body stroke affected and through the first two posttests in recognizing symptoms stroke victims experienced. Students demonstrated at pretest a high awareness of EMS and 911 (97.5%) and showed slight, but not significant, improvement over time.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"6 1","pages":"228 - 233"},"PeriodicalIF":0.0,"publicationDate":"2016-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75720215","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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