School Professionals' Knowledge and Beliefs About Youth With Chronic Illness

Berger, Carolyn A.; Valenzuela, Jessica M.; Tsikis, Joanna; Fletcher, Cynthia Needles

doi:10.1111/josh.12646

Cited by 21 publications

(21 citation statements)

References 31 publications

(42 reference statements)

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“…Both teacher and other school staff note the lack of resources and training, especially on school policy and staff responsibilities in chronic condition management, that contribute to frustration. Non-instructional and afterschool staff experience similar challenges as classroom teachers (Berger et al, 2018). Millions of students attend afterschool programs such as sports, clubs, and academic enrichment activities.…”

Section: Introductionmentioning

confidence: 99%

“…Communication between school health services and afterschool staff about student chronic condition management is imperative in these settings (CDC, 2019). However, when a variety of school staff were surveyed, most were not aware of the barriers to optimal participation faced by students with chronic health conditions; they lacked knowledge of the association between health conditions and academic and social outcomes, and they perceived little support for addressing students with less common chronic conditions (Berger et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

Welker

Cox

Bylina

et al. 2021

IJDL

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This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

Welker

Cox

Bylina

et al. 2021

IJDL

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“…Second, school nurses reported that a team‐based approach, including effective communication and collaboration with parents, school staff, and health care providers, could facilitate school health care (Allen et al, 2012; Garwick et al, 2015; March et al, 2020; Seki et al, 2017; Thorstensson et al, 2016; Williams et al, 2019). They expressed a greater need for collaboration between schools, families, and health care providers than other school professionals (Berger et al, 2018). They further perceived the need for early, open, and clear communication about diagnoses from the health care team (Terry & Trott, 2019), and for meetings for stakeholders (Williams et al, 2019) as facilitators.…”

Section: Resultsmentioning

confidence: 99%

“…Despite these limitations, school nurses are more likely than teachers or counselors to recognize challenges and the need for support and collaboration (Berger, Valenzuela, Tsikis, & Fletcher, 2018). Barriers to asthma management faced by school nurses (Hanley Nadeau & Toronto, 2016) and school nurses' interventions and outcomes (Best et al, 2018) have been previously reviewed.…”

Section: Introductionmentioning

confidence: 99%

School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

Uhm

Choi

Lee

2020

Nursing & Health Sciences

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This study aimed to understand school nurses' perceptions regarding barriers to and facilitators for health care services for children with chronic diseases in school settings. Using the PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, and Web of Science databases, a mixed studies review was conducted for literature published between January 2011 and June 2020. We performed a mixedmethods systematic review using a convergent integrated approach. A quality appraisal of the included studies was conducted using a mixed-methods appraisal tool. Twenty-seven articles (10 qualitative, 10 quantitative, and seven mixedmethods) that met the inclusion criteria were analyzed. Integrated findings that emerged from data synthesis were categorized into four levels (intrapersonal level, interpersonal level, institutional level, and community and public policy level) based on a socio-ecological model framework. This mixed systematic review provides a comprehensive understanding of school nurses' perceived barriers and facilitators when providing school health care for students with chronic diseases and how these barriers and facilitators interact across multiple systems. Further policies and strategies should be developed to provide effective school health services considering this study's findings. K E Y W O R D S childhood chronic disease, mixed systematic review, school health services, school nursing 1 | INTRODUCTION Although advances in hygiene, sanitation, vaccinations, and medications have led to decreasing child mortality, the prevalence of chronic diseases among children is increasing worldwide (Perrin, Anderson, & Van Cleave, 2014). The major chronic diseases in childhood are asthma, diabetes, epilepsy, food allergies, and cancer. Asthma is a common chronic disease among children below 18 years of age, with a prevalence rate of 8.5%, followed by epilepsy and diabetes, with prevalence rates of 0.

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“…The Children and Families Act36 outlines the duty of schools’ to ensure pupils with medical conditions are supported 37. However, the literature indicates a gap in the knowledge of schools about chronic diseases, such as IBD 38 39. This illustrates the vital role of effective liaison between health and education, with the provision of training/support, further highlighted by many responses indicating nurse specialists educating teachers could result in improved attendance (figure 1).…”

Section: Discussionmentioning

confidence: 99%

Children and young people with inflammatory bowel disease attend less school than their healthy peers

et al. 2020

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ObjectiveChronic diseases, such as inflammatory bowel disease (IBD), can impact negatively on education and social development. Examining the impact of IBD on school/college attendance for children and young people (CYP) is vital to provide targeted support to patients, families and schools.MethodsWe performed a cross-sectional survey to determine the school/college attendance rates, the reasons for absence related to IBD and facilitators or barriers to school/college attendance. In a subset of patients followed up locally, we performed a detailed review of hospital attendance data to assess healthcare burden.ResultsTwo hundred and thirty-one questionnaires were given to CYP with IBD aged 5–17 years. Response rate was 74% (final sample 169). The median school/college attendance rate was 92.5%, significantly lower than all children in England (95.2%). 39.6% of children with IBD were persistently absent, defined nationally as missing 10% or more of school. Only five children (3%) had a 100% attendance record. Increasing age and use of monoclonal therapy were predictors of poor school attendance. Concerns about feeling unwell at school/college, access to toilets, keeping up with work and teachers’ understanding of IBD are the main issues for CYP with IBD. There was a significant negative correlation between number of days in hospital and school attendance.ConclusionIBD has a significant impact on school/college attendance, with hospital attendance, disease burden and school difficulties being major factors. Employing strategies to minimise healthcare burden and developing a partnership between health and education to support children with IBD will serve to facilitate school/college attendance.

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School Professionals' Knowledge and Beliefs About Youth With Chronic Illness

Abstract: More training and support is needed for school professionals in their work with students with chronic illness. Assessments may be useful at a local level to help schools develop better policies and plans for educating youth with chronic illness.

Cited by 21 publications

References 31 publications

A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

Children and young people with inflammatory bowel disease attend less school than their healthy peers

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