The Role of the 21st-Century School Nurse

doi:10.1177/1942602x16680171

Cited by 11 publications

(5 citation statements)

References 9 publications

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“…The sixth core competency was the ability to conduct health education, one of the important domains of the school nurses’ role to achieve primary prevention [ 10 , 16 ]. School nurses should design and deliver health education for students, families, school staff, and the community to achieve optimal levels of wellness [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…The Council on School Health [ 4 ] explains the role of the school nurse as providing both individual and population health services, chronic disease management, emergency preparedness, behavioral health assessment, ongoing health education, and extensive case management to address and coordinate the healthcare needs of children and adolescents. The National Association of School Nurses (NASN) Framework for 21st Century School Nursing Practice includes four domains: (1) care coordination (2) leadership (3) quality improvement, and (4) community/public health [ 5 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

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A School Nurse Competency Framework for Continuing Education

Shin¹,

Roh

2020

Healthcare

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Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-centered care; (2) communicate and collaborate with students, teaching staff, and community resources; (3) think critically for evidence-based practice; (4) implement school health services and programs; (5) integrate legal and ethical nursing practice, and (6) conduct health education. Conclusion: It is necessary to develop and implement continuing education programs for school nurses based on the training needs and competency indicators identified in this study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A School Nurse Competency Framework for Continuing Education

Shin¹,

Roh

2020

Healthcare

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“…School nurses sit at the intersection of education and health, ensuring that children are supported and have access to appropriate academic opportunities (National Association of School Nurses, 2017). They play a key role in student success through the provision of direct care for children with acute and chronic conditions, care coordination, quality improvement, health leadership, and population health.…”

Section: Introductionmentioning

confidence: 99%

“…Over the past 10 years, research on the practice of school nursing and outcomes has increased to demonstrate the association between school nurses and student success, defined as both good health and academic success (Leroy et al, 2017; National Association of School Nurses, 2017). Using the National Association of School Nurses 21st Century Framework for Professional School Nursing practice, Best et al (2018) conducted an integrative review of school nurse interventions and outcomes and found that much of the existing research explored associations between interventions and health outcomes (Best et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examination of Social Determinants of Health, District Health Needs, School Nurse Caseload, and Academic Outcomes in Washington State

Willgerodt

Griffith

2021

The Journal of School Nursing

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The purpose of this study was to examine associations between caseload, social determinants, health needs, students meeting grade-level English and Math standards, and attendance. Data from the Washington State Open Data Portal and Report Card were combined with District Health Assessment data from 264 school districts. Analyses of variance and linear stepwise regression analyses were conducted. Key findings indicate significant differences in English and Math outcomes by caseloads, with higher caseload districts have lower percentages of students meeting English and Math standards, but not attendance. Caseload is a significant predictor of students meeting English and Math standards, after controlling for social determinants and district health needs. Findings point to the complexity of school nursing work and builds a foundation to guide future nursing research. Large prospective studies that allow for comprehensive measurement of structure, process and outcomes variables are needed to advance school nursing research.

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“…Internationally, school nurses work in public schools to provide health education, surveillance, and clinical services and to participate in setting-oriented public health and health promotion programs [20,21]. Specially trained nurses can conduct individualized and population-based health education, health promotion and health literacy enhancement for different target groups within the school setting [22]. They can also assess potential health risks of individuals and provide care to the acute or chronically ill and disabled, and thereby promote social inclusion of these groups into everyday school life [23][24][25].…”

Section: Introductionmentioning

confidence: 99%

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

Buhr

Ewers

Tannen

2020

IJERPH

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Health literacy (HL) plays a key role in explaining health disparities. School nurses (SN) provide health related expertise within the school setting. A positive effect on the HL of children but also their teachers and parents has been suggested by some research, but gaps persist in the available information. As a pilot project, SN, which are not common in German schools, were placed in 28 public elementary and secondary schools in two German states. Children (11+ years, n = 2773), parents (n = 3978) and teachers (n = 420) participated in a 2017 baseline (T0) survey. Data collection was repeated in 2018 (T1). HL was measured using the Health Literacy for School-Aged Children scale (HLSAC) (children) and the European Health Literacy Short Scale (HLS-EU-Q16) (adults). Descriptive and multivariate data analyses were carried out. The HL of all groups increased between T0 and T1. Low child HL decreased from 17.9% to 14.9%. Problematic and inadequate HL dropped from 43.8% to 38.8% among parents and from 49.9% to 45.8% among teachers. Improvements were significant for children and parents but not for the teachers. Despite the relatively short intervention period and a relatively non-specific spectrum of interventions, there is some evidence that SN may contribute to strengthening HL within the school setting. The longer-term effects of SN on health literacy and child health should be further examined. For this, a clearer conceptualization of the scope of work of the SN in Germany including their educational interventions is imperative.

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The Role of the 21st-Century School Nurse

Cited by 11 publications

References 9 publications

A School Nurse Competency Framework for Continuing Education

A School Nurse Competency Framework for Continuing Education

Examination of Social Determinants of Health, District Health Needs, School Nurse Caseload, and Academic Outcomes in Washington State

Potentials of School Nursing for Strengthening the Health Literacy of Children, Parents and Teachers

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