Education and chronically Ill children: A need‐based policy orientation

Baird, Susie M.; Ashcroft, S. C.

doi:10.1080/01619568409538439

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Health care providers have no formalized channels of communication with school staffs. Teachers must initiate contacts with physicians to get information about each child's capabilities and condition (Baird & Ashcroft, 1982;Weitzman, 1984).…”

Section: School Entry For the Young Chronically III Childmentioning

confidence: 99%

Issues in Research on the Young Chronically III Child

Hagen¹,

Anderson

Barclay

1986

Topics in Early Childhood Special Education

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A major goal of research on chronic illness in children is to determine how the illness interacts with developmental processes. The child must be studied within the context of the family, the school, and the health care system. Problems in research include the use of appropriate control groups and matching on control variables. The generic, or cross-categorical, approach has led to the identification of factors affecting children regardless of particular illness. Adjustment to school depends on coordination of the family and health professionals with personnel within the school. Researchers have begun to recognize that chronic illnesses in children are a major problem affecting between 5% and 10% of all children in the United States (Gortmaker & Sappenfield, 1984; Haggarty, 1984). Research has tended to focus on specific illnesses and to be either biomedical or psychological, but seldom both. Recently, several regional and national conferences have been aimed at issues involving chronically ill children and their families. A base of data is emerging upon which decisions can be made concerning the availability and delivery of services (Perrin & Ireys, 1984). It is clear to those working within this area that reform is needed in legislation, policy, and practice if these children are to have the medical, educational, and social services they need in order to have the opportunity to develop maximally and become productive adults.

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Section: School Entry For the Young Chronically III Childmentioning

confidence: 99%

Issues in Research on the Young Chronically III Child

Hagen¹,

Anderson

Barclay

1986

Topics in Early Childhood Special Education

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show abstract

“…health care coordination, leadership and management skills, public policy (Counts & Boyle, 1987;Flynn, 1987;Keuhnert, 1991 ;MacPherson, 1987;Warner, 1991), legislation (Bailey et al, 1990;Sciarillo et al, 1988), and interdisciplinary team skills (Bailey et al, 1990;McCollum & Thorp, 1988;Rainforth & York, 1987;Snell, 1990). Expertise is also needed to fulfill legal and safety requirements for nurses in the training and supervision of assistive personnel (Baird & Ashcroft, 1984;Committee on School Health, 1987;Lehr, 1990;Mulligan-Ault et al, 1988;Wood, Walker, & Gardner, 1986). In addition, nurses need skills to serve as consultants in health care program development and evaluation in non-health care settings (Brandt & Magyary, 1989;Davis &r Steele, 1991).…”

mentioning

confidence: 98%

Graduate Nursing Education: Developmental Disabilities and Special Health Care Needs

Tommet

York

Tomlinson

et al. 1993

Issues in Comprehensive Pediatric Nursing

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As children and adults with developmental disabilities and special health care needs are integrated into home, school, and community life, nurses are being required to provide leadership, advocacy, and training in community settings to a much greater extent than in the past. To assess the school and community need for formal graduate preparation for nurses who work with individuals with developmental disabilities and/or special health care needs, 25 nurses in leadership positions representing urban and rural health agencies throughout Minnesota took part in a 5-hour focus group discussion. Analysis of data summarized from this process shows five features of the recommended curriculum necessary for advanced practitioners in this specialty area: (a) discipline-specific core competencies, (b) discipline-specific specialty competencies, (c) genetic competencies not specific to nursing but necessary to function in nursing roles, (d) interdisciplinary and intradisciplinary learning experiences, and (e) clinical experiences with preceptors. The authors recommend the development of interdisciplinary graduate programs designed to prepare nurses to assume leadership roles in school health, public health, home health care, and systems management that will affect public policy and, ultimately, promote change in the systems charged with responsibility to serve this population.

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Chronically III Children in Schools: Programmatic and Policy Directions for the Future

Walker¹

1987

Rheumatic Disease Clinics of North America

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Education and chronically Ill children: A need‐based policy orientation

Cited by 3 publications

References 12 publications

Issues in Research on the Young Chronically III Child

Issues in Research on the Young Chronically III Child

Graduate Nursing Education: Developmental Disabilities and Special Health Care Needs

Chronically III Children in Schools: Programmatic and Policy Directions for the Future

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