Identification of Desired Outcomes for School Nursing Practice

Selekman, Janice; Guilday, Patricia

doi:10.1622/1059-8405(2003)019[0344:iodofs]2.0.co;2

Cited by 8 publications

(12 citation statements)

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“…However, little research has been undertaken examining the effectiveness of school nurses. [14][15][16] This pilot study examined the outcomes of having a full-time school nurse in a group of lowdecile New Zealand secondary schools with high Pacific and Maori enrolments. Student consultations increased during the evaluation phase, and the school nurses developed professionally and expanded their role to a more proactive style of practice.…”

Section: Discussionmentioning

confidence: 99%

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools

Kool

Thomas

Moore

et al. 2008

Australian and New Zealand Journal of Public Health

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Objective: To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio‐economic areas with high Pacific Island and Māori rolls. Methods: An evaluation of a pilot addressing under‐achievement in low‐decile schools in Auckland, NZ (2002‐05). Annual semi‐structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Results: Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school‐based health services; and a Band‐Aid pattern, where only the basics for student health care were provided by school nurses. Conclusions and Implications: School nurses with an embracing pattern of practice provided more effective school‐based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse‐practitioner role. Co‐ordination of school nurses either at a regional or national level is required.

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Section: Discussionmentioning

confidence: 99%

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools

Kool

Thomas

Moore

et al. 2008

Australian and New Zealand Journal of Public Health

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“…A study by Selekman and Guilday (2003) provided school nurses with a list of possible quality indicators to measure desired outcomes that might be used to evaluate the efficacy of their practice. The desired outcomes were intended to reflect the roles of the professional school nurses so that future comparisons could be made between the outcomes of school nursing interventions and those services provided by ancillary personnel or to schools where no services are being provided.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Number of Students Sent Home by School Nurses Compared to Unlicensed Personnel

Pennington

Delaney

2008

The Journal of School Nursing

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Many schools across the United States do not have a full-time school nurse, resulting in care being provided by unlicensed school employees when children are sick or injured at school. The purpose of this study was to determine if there was a difference in the number of students sent home when ill or injured based on who assessed the student in the school health office--a school nurse or an unlicensed school employee. Findings indicated that 5% of students seen by the school nurse were sent home and 18% of students seen by an unlicensed school employee were sent home. This study suggests that more students could be kept in school when school nurses provide assessment and interventions aimed at helping students who become ill or injured while at school, thus increasing school attendance and promoting academic success. These findings also support the need for a school nurse in every school.

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“…2003, Petch‐Levine et al. 2003, Selekman & Guilday 2003, Barnes et al. 2004, Bartley 2004, Croghan et al.…”

Section: The Role and Position Of School Nurses And Their Impact On Tmentioning

confidence: 99%

“…The above‐mentioned papers often cite evidence of a lack of appropriate training and preparation, a lack of research evidence and evaluated health programmes, confusion about role and the discipline not being appropriately recognized, valued or resourced by managers and other health professional colleagues (DeBell & Everett 1998, Larsson & Zaluha 2003, Selekman & Guilday 2003, Barnes et al. 2004, Croghan et al.…”

Section: The Role and Position Of School Nurses And Their Impact On Tmentioning

confidence: 99%

The health‐promoting school: what role for nursing?

Whitehead

2006

Journal of Clinical Nursing

117

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If health professionals wish to be at the forefront of current health-promoting school strategies they must embrace the radical health promotion reforms that are emerging from the current literature and put forward in this article. Building such group capacity, through developing social interaction, cohesion, participation and political action can only benefit the community at large and further emphasize the health promotion role of nursing. The health-promoting school movement is truly an international concept and, as such, deserves a concerted nursing representation and resourcing well beyond its current commitment.

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Identification of Desired Outcomes for School Nursing Practice

Cited by 8 publications

References 0 publications

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools

The Number of Students Sent Home by School Nurses Compared to Unlicensed Personnel

The health‐promoting school: what role for nursing?

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