Pub Date : 2016-02-01DOI: 10.1177/1059840515623542
J. Cowell
{"title":"What Makes Nursing Work?","authors":"J. Cowell","doi":"10.1177/1059840515623542","DOIUrl":"https://doi.org/10.1177/1059840515623542","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"54 1","pages":"6 - 7"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83154688","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 : 2016-02-01Epub Date: 2015-12-09DOI: 10.1177/1059840515620281
Jean Ravenna, Karen Cleaver
Prevalence of mental health disorder is increasing among young people. It is recognized that early intervention is essential in supporting young people, and care provided within schools to support emotional well-being is recommended as part of this process. A scoping review was undertaken examining school nurses' experiences of supporting the mental health of schoolchildren. Findings suggest that school nurses have a central role in supporting young peoples' mental health, although a number of barriers exist which impact on school nurses' preparedness for this aspect of their role. While there are inconsistencies in the provision of mental health training available to support school nurses, when training is implemented it has positive outcomes for service provision and quality of care. A number of challenges for school nurses were also identified, and recommendations for practice are suggested in the article.
{"title":"School Nurses' Experiences of Managing Young People With Mental Health Problems: A Scoping Review.","authors":"Jean Ravenna, Karen Cleaver","doi":"10.1177/1059840515620281","DOIUrl":"10.1177/1059840515620281","url":null,"abstract":"<p><p>Prevalence of mental health disorder is increasing among young people. It is recognized that early intervention is essential in supporting young people, and care provided within schools to support emotional well-being is recommended as part of this process. A scoping review was undertaken examining school nurses' experiences of supporting the mental health of schoolchildren. Findings suggest that school nurses have a central role in supporting young peoples' mental health, although a number of barriers exist which impact on school nurses' preparedness for this aspect of their role. While there are inconsistencies in the provision of mental health training available to support school nurses, when training is implemented it has positive outcomes for service provision and quality of care. A number of challenges for school nurses were also identified, and recommendations for practice are suggested in the article. </p>","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"31 1","pages":"58-70"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82674743","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 : 2016-02-01DOI: 10.1177/1059840515620841
Karen E. Johnson, M. Morris, L. Rew, Amanda J Simonton
There is a well-established link between educational attainment and health. Alternative high schools (AHSs) serve students who are at risk for school dropout. Health-related research conducted in AHSs has been sparse. Achieving high participation rates is critical to producing generalizable results and can be challenging in research with adolescents for reasons such as using active consent. These challenges become greater when working with vulnerable populations of adolescents. In this systematic review, we examined health-related studies conducted in AHSs between 2010 and 2015. Results indicated that (1) health-related research in AHSs has increased over the past 5 years, (2) AHS students continue to experience significant disparities, (3) active consent is commonly used with AHS students, (4) 42% of studies reported participation rates or provided enough information to calculate participation rates, and (5) school nurses are missing from health-related research conducted in AHSs. Implications for future research and school nursing are discussed.
{"title":"A Systematic Review of Consent Procedures, Participation Rates, and Main Findings of Health-Related Research in Alternative High Schools From 2010 to 2015","authors":"Karen E. Johnson, M. Morris, L. Rew, Amanda J Simonton","doi":"10.1177/1059840515620841","DOIUrl":"https://doi.org/10.1177/1059840515620841","url":null,"abstract":"There is a well-established link between educational attainment and health. Alternative high schools (AHSs) serve students who are at risk for school dropout. Health-related research conducted in AHSs has been sparse. Achieving high participation rates is critical to producing generalizable results and can be challenging in research with adolescents for reasons such as using active consent. These challenges become greater when working with vulnerable populations of adolescents. In this systematic review, we examined health-related studies conducted in AHSs between 2010 and 2015. Results indicated that (1) health-related research in AHSs has increased over the past 5 years, (2) AHS students continue to experience significant disparities, (3) active consent is commonly used with AHS students, (4) 42% of studies reported participation rates or provided enough information to calculate participation rates, and (5) school nurses are missing from health-related research conducted in AHSs. Implications for future research and school nursing are discussed.","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"101 1","pages":"20 - 31"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88971321","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 : 2015-12-01DOI: 10.1177/1059840515614016
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"","doi":"10.1177/1059840515614016","DOIUrl":"https://doi.org/10.1177/1059840515614016","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"108 1","pages":"467 - 468"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80844076","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 : 2015-12-01DOI: 10.1177/1059840515615377
J. Cowell
Editors depend on expert professionals to maintain the quality of article publication through peer review. Highquality peer review takes time and thought, and the pay is satisfaction for contributing to nursing science. There is a deep competition for time among the professional commitments one faces. The responsibility to maintain publication quality, however, requires the time commitment from professionals. Pierson outlines the steps to quality peer review (http:// www.nurseauthoreditor.com/24329-Nursing-ReviewingMS S12ppselfcover_8.5x11_for_web.pdf). She recommends two readings of the article: one general reading and then the reading for specifics. Reviewers ask questions (a) how significant is the topic and (b) is all the information here that I need about the problem, the approach, the discussion, conclusions, and implications? For The Journal of School Nursing, two types of reviewers are assigned: research experts and clinical experts. The research experts focus on the science of the article and the clinical experts focus on the quality of the scientific interpretation for clinical readers and the implications for practice. Reviewers check the evaluation criteria and develop a narrative to provide authors with specific feedback. The narrative begins with positive statements such as appreciation for the opportunity to review. An easy approach to writing comments for the author is to follow the evaluation criteria. Unhelpful comments such as ‘‘nice job’’ and ‘‘not clear’’ are expanded and substantiated with examples from the article. For example, if the literature review is of particular note, the comment might be complimenting the synthesis of the literature. If the review lacked synthesis, rather than saying not clear, directing the authors to synthesize the literature is more helpful. Reviewing for style, grammar, and punctuation for The Journal of School Nursing is not necessary since copy editing is managed by the publisher. If there are problems with style, grammar, and punctuation, a general statement is helpful alerting the author such as the narrative grammar, punctuation, and organization could be improved by following the recommended style of The Journal (The American Psychological Association, 2009). Another example comment might be the organization of the article would be helped by following the guidelines from the Publication Manual of the American Psychological Association. The review team of The Journal of School Nursing consists of the reviewers and the executive editor. The review team can commit two types of errors in reviewing (Straub, 2008). The first error occurs when there is a difference in opinion about the significance of the article between the review team and the readers of the journal. In this case, a paper may be published that is of little interest to the readership as indicated by low-internet accesses or citations. The journal is at risk of criticism for publishing insignificant papers. ‘‘Publication systems a
编辑依靠专业专家通过同行评审来维持文章出版的质量。高质量的同行评议需要时间和思考，而报酬是为护理科学做出贡献的满足感。一个人面临的职业承诺之间存在着对时间的激烈竞争。然而，保持出版质量的责任需要专业人员投入时间。Pierson概述了进行高质量同行评审的步骤(http:// www.nurseauthoreditor.com/24329-Nursing-ReviewingMS S12ppselfcover_8.5x11_for_web.pdf)。她建议对文章进行两次阅读:一次是一般性阅读，然后是细节阅读。审稿人会问以下问题:(a)主题有多重要;(b)这里是否有我需要的关于问题、方法、讨论、结论和含义的所有信息?《学校护理杂志》的审稿人分为两类:研究专家和临床专家。研究专家专注于文章的科学性，临床专家专注于为临床读者提供科学解释的质量及其对实践的影响。审稿人检查评估标准，并为作者提供具体的反馈。叙述以积极的陈述开始，例如感谢有机会回顾。对于作者来说，写评论的一个简单方法是遵循评估标准。无用的评论，如“干得好”和“不清楚”被扩展并从文章的例子证实。例如，如果文献综述是特别注意的，评论可能是赞美文献的综合。如果综述缺乏综合，而不是说不清楚，指导作者综合文献更有帮助。对《学校护理杂志》的风格、语法和标点符号进行审查是没有必要的，因为文字编辑是由出版商管理的。如果在文体、语法和标点符号上有问题，一个一般性的陈述是有帮助的，可以提醒作者，比如叙事语法、标点和组织可以通过遵循the Journal推荐的风格来改进(the American Psychological Association, 2009)。另一个例子评论可能是文章的组织将有助于遵循美国心理协会出版手册的指导方针。《学校护理杂志》的审稿小组由审稿人和执行编辑组成。评审团队在评审中可能会犯两种类型的错误(Straub, 2008)。第一个错误发生在审稿小组和期刊读者对文章重要性的看法不同的时候。在这种情况下，一篇论文可能会被发表，但读者对它不感兴趣，因为它的互联网访问或引用率很低。该杂志因发表无关紧要的论文而面临受到批评的危险。“出版系统是自我纠正的”(斯特劳布，2008年，p. v)然而，无关紧要的论文将被忽略。更令人担忧的是第二种错误，当一篇论文因为写作质量而被拒绝时，而这个主题对专业来说很重要。如果没有发表一篇重点突出的文章，就错过了推进可以改善学龄儿童健康和学校护理实践的工作的机会。为了避免这种错误，审稿人和执行编辑必须仔细评估该主题对该领域的贡献，并提供允许修改的合理评论。《学校护理杂志》有幸拥有专门的专家审稿人。编辑顾问委员会(EAB)和编辑顾问委员会(ECB)作为审稿人增加了他们的专业知识，并为编辑政策做出贡献。评审小组、EAB和ECB的共同努力确保了《学校护理杂志》出版物的质量。
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Pub Date : 2014-12-01DOI: 10.1177/1059840514556476
K. Allen, Tia Campbell, J. Vann, V. Allison, D. Canham, Laura Jannoe, Laura Anderson, Teresa Carnevale, Kathleen H Johnson, Laura Anderson, R. Chaudry, Kathleen H Johnson, Kathleen Andresen, Su-Ru Chen, Mary Johnson, Cynthia M. Archibald, J. Christensen, T. Johnson, M. Armstrong, Raymond Chu, Sherry Jones, K. Aroian, S. Chung, T. Kao, N. Askelson, Sarah Cobb, A. Kemper, R. Bains, Gregory Cooper, Jill F. Kilanowski, D. Baker, B. Daly, Ebru Kilicarslan Tornuner, A. Banks, K. Delaney, E. Polston, A. Bannister, J. Denehy, J. Kouba, C. Barry, E. Dowdell, C. Krause-Parello, K. Barta, R. Elgie, J. Krothe, J. Barta, M. Engelke, Joan Kub, J. Batten, S. Ergun, M. Kubik, Susan Baylor, Michelle Ficca, P. Kulbok, C. Bays, M. Foley, B. Lamanna, R. Beckstrand, D. Freeborn, Kim A. Larson, M. B. Natan, Stéphanie
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"K. Allen, Tia Campbell, J. Vann, V. Allison, D. Canham, Laura Jannoe, Laura Anderson, Teresa Carnevale, Kathleen H Johnson, Laura Anderson, R. Chaudry, Kathleen H Johnson, Kathleen Andresen, Su-Ru Chen, Mary Johnson, Cynthia M. Archibald, J. Christensen, T. Johnson, M. Armstrong, Raymond Chu, Sherry Jones, K. Aroian, S. Chung, T. Kao, N. Askelson, Sarah Cobb, A. Kemper, R. Bains, Gregory Cooper, Jill F. Kilanowski, D. Baker, B. Daly, Ebru Kilicarslan Tornuner, A. Banks, K. Delaney, E. Polston, A. Bannister, J. Denehy, J. Kouba, C. Barry, E. Dowdell, C. Krause-Parello, K. Barta, R. Elgie, J. Krothe, J. Barta, M. Engelke, Joan Kub, J. Batten, S. Ergun, M. Kubik, Susan Baylor, Michelle Ficca, P. Kulbok, C. Bays, M. Foley, B. Lamanna, R. Beckstrand, D. Freeborn, Kim A. Larson, M. B. Natan, Stéphanie","doi":"10.1177/1059840514556476","DOIUrl":"https://doi.org/10.1177/1059840514556476","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"18 1","pages":"464 - 465"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75629169","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 : 2013-12-01DOI: 10.1177/1059840513510254
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"","doi":"10.1177/1059840513510254","DOIUrl":"https://doi.org/10.1177/1059840513510254","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"16 1","pages":"475 - 477"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75094811","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 : 2013-06-01DOI: 10.1177/1059840513486970
J. Cowell
This is the fourth year for The Journal of School Nursing (JOSN) and SAGE Incorporated writing awards. The awards are designed to promote publishing that contributes to school nursing practice and to recognize excellence in writing. The Executive Editor of The Journal and the Editorial Advisory Board selected recipients. Papers published in print during 2012 were considered for the award. Each recipient received $500 awarded by SAGE. National Association of School Nurses (NASN) provides free registration to the NASN Annual Meeting at Disney World in Orlando Florida at which time recipients will receive a certificate from JOSN recognizing their achievement. The Executive Editor and the Editorial Advisory Board recommended that the monetary award be used to defray the expenses incurred to attend the Annual Meeting of the NASN, June 27–30, 2013. While acceptance in peer-reviewed journals represents recognition for excellence, writing awards offer additional recognition and allow us to introduce the authors as the real-world people they are.
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Pub Date : 2012-12-01DOI: 10.1177/1059840512465407
{"title":"The Journal of School Nursing Reviewer Recognition","authors":"","doi":"10.1177/1059840512465407","DOIUrl":"https://doi.org/10.1177/1059840512465407","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"1 1","pages":"477 - 478"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83546018","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 : 2012-06-01DOI: 10.1177/1059840512446448
J. Cowell
{"title":"The Journal of School Nursing-SAGE Writing Awards","authors":"J. Cowell","doi":"10.1177/1059840512446448","DOIUrl":"https://doi.org/10.1177/1059840512446448","url":null,"abstract":"","PeriodicalId":77407,"journal":{"name":"The Academic nurse : the journal of the Columbia University School of Nursing","volume":"202 1","pages":"166 - 167"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75573880","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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