School Nursing Today: A Search for New Cheese

Continuing Education: Improving Perceived Competence in School Nurses

“…Nevertheless, in all of the six areas, there were significant differences in perception of competence, indicating that continuing education programs can make a difference in improving school nurses' perceived competence of practice. Igoe (2000) expressed the concern that school nurses may have difficulty staying current because their role includes expanded clinical services. The results suggest that continuing education courses could help meet this need.…”

Town & Gown

“…The exemplars discussed previously demonstrate how town and gown collaborations can be co-developed to utilize the expertise of school nurses, faculty colleagues, and community partners to address the interconnected factors that can impact policy, health care, education, research, and nursing practice. As Igoe (2000) brought the concept of town and gown to school nursing to inspire collegial partnerships, this article illuminates how far we have come. Together, we are making a difference in communities and are committed to fostering new and novel partnerships that continue to advance the professional practice of school nursing and the role of school nurses.…”

“…Many terms are used to describe the relationship between town and gown communities: engaged universities (Mayfield, 2001), university-community partnerships (Martin, Smith, & Phillips, 2005), and community-academic partnerships (Cotter, Welleford, Vesley-Massey, & Thurston, 2003). Igoe, in 2000, brought the term town and gown to school nursing and identified "joint ventures between school nurses and their faculty colleagues" (p. 11) as a means to co-develop projects and bring them to fruition. Although the terminology may differ, the purpose of collaboration remains similar: to form relationships to support and foster the work of both communities.…”

Quality Assurance in School Health

“…School administrators must be provided the evidence to show that a student's health status affects his or her ability to learn. Without this information, it is becoming increasingly difficult to justify the use of educational resources to support school health (Igoe, 2000).…”