Defining, Delivering, and Documenting the Outcomes of Case Management by School Nurses

Engelke, Martha Keehner; Guttu, Martha

doi:10.1177/1059840509347377

Cited by 14 publications

(22 citation statements)

References 11 publications

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“…Each of the categories associated with the substantive theory is discussed below. (Bonaiuto, 2007;Engelke et al, 2009;Lee, Mackenzie, Dudley-Brown, & Chin, 1998). Participants also did not discuss the health promotion roles of environmental management or advocacy that have been described by other researchers who have examined school nurse work in the US (Bednarz, 1998;Engelke et al, 2014;Wainwright, Thomas, & Jones, 2000).…”

Section: Discussionmentioning

confidence: 99%

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Flying by the seat of their pants: A grounded theory of school nurse case management

Klein

Evans-Agnew

2019

Journal of Advanced Nursing

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Aims To develop a theory describing the processes and actions involved with school nurse case management for school‐aged children with chronic conditions in the K12 system. Design Case management is an essential practice for the school nurse. Little is known about actual case management practice in real‐world settings. Grounded theory methodology following a literature‐based conceptual model of school nurse case management. Methods A purposive maximum variation sampling was used for data collection and analysis. Semi‐structured interviews conducted in‐person and via conferencing software from January to March 2017 with school nurses practicing in Washington State until data saturation was achieved. A condition lasting at least 6 months was also used to define a chronic condition. Results In all, 14 school nurses with an average of 12 years of experience were interviewed. Analysis revealed that the core strategy used by participating nurses for case management involved navigating through ambiguity; balancing multiple roles; seeking guidance and training; acknowledging imperfect functioning and navigating poor system supports. Conclusion The findings suggest that actual school nurse case management practice differs from best practice recommendations. Participants did not discuss health promotion or environmental management and did not act to set goals or prioritize care as suggested in the literature. Impact This article informs nursing leadership of the real‐world challenges faced by nurses performing case management in the school setting. These findings indicate that improvements in system supports and training, together with tolerance for the challenges nurses face in providing such care, might improve case management practice in the schools.

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Section: Discussionmentioning

confidence: 99%

“…It is based on a thorough assessment by the school nurse including input from the family and teachers. (Engelke, Guttu, & Warren, , p. 421)…”

Section: Introductionmentioning

confidence: 99%

Flying by the seat of their pants: A grounded theory of school nurse case management

Klein

Evans-Agnew

2019

Journal of Advanced Nursing

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“…In the world of nursing, the terms care coordination and case management have been used interchangeably (McClanahan & Weismuller, 2015). Furthermore, school nurse case management (SNCM) efforts have not been standardized and programs have varied in their scope and vision (Engelke et al, 2009). A closer look at case management, using a case management program exemplar, will help clarify how case management is used in the context of the Framework for 21st Century School Nursing Practice (NASN, 2016a).…”

Section: Case Managementmentioning

confidence: 99%

“…Through shared planning with the student and family, interventions—outlined in the student’s individualized healthcare plan (IHP)—are goal oriented and evaluated based on the health and academic needs of the child. Case management involves a system of care, such as the healthcare team, surveillance and tracking systems, evidence-based guidelines, and interagency partnerships (Baker et al, 2017; Case Management Society of America [CMSA], 2016; Engelke et al, 2009; NASN, 2016a).…”

Section: Case Managementmentioning

confidence: 99%

Care Coordination: A Principle of 21st Century School Nursing Practice With a Focus on Case Management

Gray¹,

Klein

Meuret

et al. 2020

NASN School Nurse

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The Framework for 21st Century School Nursing Practice™, created by the National Association of School Nurses (NASN), explains school nursing practice, providing guidance, organization, prioritization, and meaning. This is the second article in a series for The Framework for 21st Century School Nursing Practice. This article focuses on case management, one of the practice components in the principle of care coordination. Case management focuses on school nurse support of individual at-risk students and collaborative actions to reduce barriers to their academic success. This article will clarify how the terms care coordination and case management are used in context of the Framework and provide an example to help the reader apply the concept to practice. Washington’s School Nurse Case Management Program will serve as a model. The program outlines evidence for effective practice and shares practical examples of how school nurses can implement case management into their daily work. Any school nurse, no matter how large or small their workload, can provide case management.

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“…Although care transition is not discussed in the literature related to schools, several studies have looked at the broader structure of care coordination and case management of school nurses (Engelke, Guttu, & Warren, ; Engelke, Swanson, & Guttu, ; McClanahan & Weismuller, ). Engelke and colleagues found that when school nurses served as case managers to coordinate care, there were improved health and academic outcomes, as well as parent satisfaction and student quality of life.…”

mentioning

confidence: 99%

Enhancing Collaboration Between School Nurses and School Psychologists When Providing a Continuum of Care for Children With Medical Needs

Finch

McIntosh

et al. 2015

Psychology in the Schools

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Students who are medically involved often require sustained related services, regular care coordination, and case management to ensure that they are receiving a free and appropriate public education. Exploring the collaboration efforts of school psychologists and school nurses for meeting the educational and related services needs of these students who require hospital transitions was the focus of a nationwide survey with these professionals. We also explored whether the needs of these students were being included in schools’ multi‐tiered frameworks, such as Response to Intervention, Positive Behavioral Interventions and Supports, and/or Multi‐Tiered System of Support, and whether inclusion impacts the professionals’ perceptions of the care coordination process and its effectiveness. School psychologists and school nurses generally reported working together and feeling sufficiently trained to help these students, although school nurses reported less collaboration. School professionals conveyed not having sufficient notice when children return from hospital stays, nor being provided sufficient discharge information, although they agreed that the children are not returning to school too soon. Involvement with a school's multi‐tiered framework and other case management systems was associated with comfort with the transition process, whereas level of experience, caseload, type of school, and number of schools served were not. Policy recommendations and practical strategies based on the findings are provided.

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Defining, Delivering, and Documenting the Outcomes of Case Management by School Nurses

Cited by 14 publications

References 11 publications

Flying by the seat of their pants: A grounded theory of school nurse case management

Flying by the seat of their pants: A grounded theory of school nurse case management

Care Coordination: A Principle of 21st Century School Nursing Practice With a Focus on Case Management

Enhancing Collaboration Between School Nurses and School Psychologists When Providing a Continuum of Care for Children With Medical Needs

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