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NASN School Nurse

Elizabeth Brigham, Jodi Brady, Robert P Olympia
Illness and injury associated with sport and physical activities may occur in the school setting. Although most sport-related illness and injury in students are considered minor emergencies, life- and limb-threatening illnesses or injuries may occur, such as sudden cardiac arrest, heat stroke, status asthmaticus, catastrophic brain or cervical spine injuries, hypoglycemia, blunt chest/abdominal injuries, or extremity fractures requiring surgery. It is important for the school nurse to recognize potential life- and limb-threatening emergencies associated with sport and physical activity, to initiate stabilization of the student with life- and limb-threatening symptoms, and to triage these students to an appropriate level of care (back to the classroom, home with their guardian with follow up at their primary healthcare provider's office, or directly to the closest emergency department via emergency medical services)...
February 9, 2019: NASN School Nurse
Tanya Laudenslager, Sheila Q Hartung
Lyme disease is the most common vector-borne disease in the United States with Lyme arthritis becoming one of the most common symptoms of Lyme disease. It is imperative that school nurses become familiar with vector-borne disease and promptly consider Lyme arthritis to be contemplated as a differential diagnosis of a child presenting to the office with a limp and joint pain and swelling with no history of acute injury. The following article will discuss the overview, implications and management of Lyme arthritis in the school setting and includes a relevant IHP for school nurses to utilize in practice...
February 9, 2019: NASN School Nurse
Constance E McIntosh, Jayanthi Kandiah, Naomi Rachel Boucher
Children with autism spectrum disorder may exhibit issues with food selectivity and/or picky eating habits. Symptoms of autism such as sensory sensitivity contribute to why these children refuse to eat food, but medications, food intolerance, and even financial status can cause this issue to become concerning to a student's overall health. School nurses are imperative in the health care of children with autism spectrum disorder and must understand why food selectivity occurs in order to maintain or improve the nutrition status of their students...
January 22, 2019: NASN School Nurse
Jeanette Betancourt, Robin Cogan
Collaboration with community school health partners is a valuable tool assisting school nurses with a strategy referred to as developing a "circle of care." The strategy involves surrounding children with nurturing adults in their lives, individuals in schools and communities who regularly support children with comfort and care. One example of a school health partner contributing to providing a "circle of care" is the program titled "Sesame Street in Communities." The program has three main priorities-military and veteran families, supporting children with autism, and supporting resiliency in young children undergoing trauma...
January 18, 2019: NASN School Nurse
Cheryl Blake, Shirley C Gordon, Linda Kimel, Lindsey Minchella, Robin Adair Shannon, Rhoda Shepherd
Over the past 25 years, the roles of school nurses have been both expanding and specializing in public and non-public school settings. To help meet the ever-changing and demanding challenges that specialized school nurses encounter in their unique settings, NASN embraced the idea that school nurses need a way to connect with colleagues working in similar practices. Thus, special interest groups (SIGs) were established, and the SIGs have become an integral part of NASN.
January 18, 2019: NASN School Nurse
(no author information available yet)
No abstract text is available yet for this article.
January 17, 2019: NASN School Nurse
Erin D Maughan
A glass ceiling or cage is the notion that certain groups-mostly women or minorities-are held back, often due to their own beliefs. Yet there are limiting beliefs and actions that also put school nursing in a glass cage. This article explores five actions school nurses must take in order to break the glass cage holding school nursing back as a profession.
December 25, 2018: NASN School Nurse
Amy Kowalski, Sheila Q Hartung
Childhood and adolescent obesity are epidemic in the United States. Because of this crisis, schools in our nation have been challenged to develop strategies to decrease the number of overweight and obese youth, with many states passing legislation requiring body mass index (BMI) monitoring by the school. This may be done as a screening or surveillance program depending on the state, with some states requiring notification to parents. As school nurses are often the only health professional in the school, they are typically the employee tasked with leading the BMI screening programs...
December 3, 2018: NASN School Nurse
Jasmine Wood, Althea Huggins, Lisa Clausen, Stefani Lailari
School nurses are in a unique position to monitor and influence not only the health of students but also the health of school employees. The National Association of School Nurses (NASN) provides support and evidence-based best practice guidelines for the specialty practice of school nursing. NASN's Framework for 21st Century School Nursing Practiceâ„¢ provides a road map for a healthy and safe school environment. With a focus on student health and academic success, the framework also aligns with the whole school, whole community, whole child model to provide a collaborative structure to learning and health...
December 3, 2018: NASN School Nurse
Elizabeth Matzkin, Kirsten Garvey
In the United States, there has been a steady increase in sports participation across all age groups. An estimated 27 million youths between the ages of 6 and 18 years participate in team sports, and 60 million participate in some form of organized athletics. While there are great benefits from sports participation, early single sport specialization carries an increased risk of overuse injuries and burnout. Specialization has become increasingly popular among parents and coaches due to the common belief that it is the best way to develop an elite athlete...
December 3, 2018: NASN School Nurse
Cheryl Blake, Gail Trano
Most of the members of the National Association of School Nurses have an intimate knowledge of the daily services provided by public school nurses and the challenges they face. But some may not be aware that approximately 15% of the NASN membership works in private, independent, or parochial schools. Just how different from the majority of our nurses' daily work are the experiences of the nurses who are working in the nonpublic schools? The answer may surprise you.
December 3, 2018: NASN School Nurse
Linda C Wolfe, Erin D Maughan, Martha Dewey Bergren
Data collection and use is an integral competency for school nursing practice. The 3S (Student-School Nurse-School Community) Model is a visual representation of how to categorize school health data and identify what data are needed. This article introduces the model and shows a logical progression of how data align to influence outcomes and provides a tool for analyzing school health data.
November 28, 2018: NASN School Nurse
Erin D Maughan, Janis Hogan
This is the companion interview to the "data and school nursing" articles series, sharing practical examples of how frontline school nurses use data. This interview is with Janis Hogan who shares her data in a year-end report and uses her data to advocate for programs.
November 28, 2018: NASN School Nurse
Erin D Maughan, Lori J Schneider
This interview provides a practical example of how a school district is working to get and use clean, accurate data. It is a practical example of how to apply the principles found in the article on data fidelity, which is part of the "data and school nursing" articles series being published in NASN School Nurse during the 2018-2019 school year.
March 2019: NASN School Nurse
Nina Fekaris
No abstract text is available yet for this article.
March 2019: NASN School Nurse
Sharon Guthrie
Clean, accurate data, also known as data fidelity, support school nurses' professional credibility in the school setting by allowing them to report their work and outcomes to important stakeholders. School nurses collect data every day through documentation, creating an essential record of the health needs of students and how school nurses meet those needs. To report these data effectively, school nurses should use standard definitions, technology, or standardized forms and review their data regularly to maintain accurate data...
March 2019: NASN School Nurse
Erin D Maughan, Mayumi A Willgerodt
School nursing is a rewarding but difficult job. As professionals, we need to better understand how our work fits in the larger context of schools and influences not just health but also academia and the school environment. This article explains how school nurses can use systems-level thinking and interprofessional collaboration to facilitate their goals and provides five practice steps that can be undertaken immediately to begin making the change.
March 2019: NASN School Nurse
(no author information available yet)
No abstract text is available yet for this article.
January 2019: NASN School Nurse
(no author information available yet)
No abstract text is available yet for this article.
January 2019: NASN School Nurse
Elizabeth Barnby, Mark Reynolds, Pamela O'Neal
Genetic science has made remarkable advances in the 21st century. As genetic and genomic sciences continue to expand, school nurses will become thoroughly immersed in data, information, and technology. As new diseases, treatments, and therapies are discovered, school nurses will need to implement and assess best practices for the complex and medically fragile student population. This article will discuss the top 10 recent discoveries in genomic science and how school nurses can use this information in clinical practice...
November 1, 2018: NASN School Nurse
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