NASN Newsletter最新文献

{"title":"Show Me the Outcomes in School Health","authors":"Sharon Yearous","doi":"10.1177/1942602X08322154","DOIUrl":"https://doi.org/10.1177/1942602X08322154","url":null,"abstract":"Katie is a 16-year-old female who presents to the School Nurse’s office frequently—often at the verge of tears. Her respiratory rate is rapid, she has poor eye contact, and she is visibly upset. As the School Nurse, you have known Katie for five years and recall her history of generalized anxiety. Knowing this information, what outcome do you want to help Katie achieve? Most likely your outcome is to help Katie improve her coping skills and manage her anxiety, but what interventions can you do with Katie that will help her achieve this outcome? Although much of school nursing appears to focus on interventions (what we do to help students like Katie), it is essential for School Nurses to identify the desired outcome first, then implement interventions to achieve that outcome, and finally measure that outcome in situations such as Katie’s to see if the intervention was successful. Outcomes are viewed as measures of effectiveness in health care and education. It is challenging for School Nurses to monitor health outcomes of students, families, and communities within the educational setting, where the focus is on educational outcomes. Anecdotally, School Nurses can describe countless positive outcomes from their interactions with students, faculty, and families. Unfortunately, the ability to demonstrate measurement of school nursing outcomes in a consistent manner is not so easy. Several research studies recently identified the link between interventions and outcomes in the school setting. These articles provide an excellent starting point for discussion and further development of outcome measurements by School Nurses (Maughan, 2003; Selekman & Guilday, 2003; Weismuller, Grasska, Alexander, White, & Kramer, 2007). With No Child Left Behind (U.S. Department of Education, 2002), outcomes in education have become well recognized by the public and the education system. Educational outcomes can be simply defined as “academic success” and have been most recently defined through No Child Left Behind classifications as proficient or nonproficient (U.S. Department of Education, 2002). Standardized tests provide the outcome measurements that allow the educational system to track a student’s progress or need for further assistance. The use of teaching methods, education’s interventions, for groups of students at similar educational and developmental levels enables students to learn and apply information taught in the classroom that is then documented by these standardized tests. School nursing outcomes and their measurement are in initial stages of development and use and are more difficult to define. The role of a School Nurse is often described with a taskoriented framework (Selekman & Guilday, 2003). Consequently, many School Nurses are evaluated on the basis of the frequency of the tasks performed instead of the student’s or population’s response to interventions. School nursing practice is based on the nursing process, which was previously known as a fives","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114911973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are We There Yet?","authors":"D. Mazyck","doi":"10.1177/1942602x08322135","DOIUrl":"https://doi.org/10.1177/1942602x08322135","url":null,"abstract":"How do you know when you have run enough random tests? A constraint-driven random environment requires comprehensive coverage data, which often leads to information overload. Without an automatic way to associate pieces of coverage data with a particular feature-set in the test plan, the coverage report is only meaningful to the creator of the data. This paper discusses the evaluation of Synopsys’ VMM Planner, which we are using to manage the verification process for our suite of BIST macros. Even with an evolving set of goals, it is helping us to answer the question: Are We There Yet?","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116083028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Athletic and Playground Injuries","authors":"T. Keller, J. W. Ryberg, Beverly Hine","doi":"10.1177/1942602X08322152","DOIUrl":"https://doi.org/10.1177/1942602X08322152","url":null,"abstract":"E very School Nurse can recount an episode of being called to the playground or the athletic field to help with the treatment and management of an injury to a child or a staff member. According to the Centers for Disease Control and Prevention (CDC), there are about 1 million sports and recreation injuries on school property each year, accounting for an estimated one third of all injuries to children ages 10 to 17 (CDC, 2008). It is an expected part of the School Nurse’s role to be a first responder and to be able to intervene and manage in these situations. Professional School Nurses have a large role to play in the development of safety practices for sports and recreation programs in the schools and the associated risk management programs that shape these practices. The proper identification of risk and subsequent development of policy and practice to minimize risks relies on an assessment of physical and human factors data. This allows one to obtain a clear idea of which risks are most pressing or need to be addressed in a comprehensive and coordinated policy. Without good data to use in the development of safety and risk management programs, the resulting policies and procedures meant to assure safe playing conditions might not address the most common or most concerning problems that can represent a risk to participants. School Nurses need to understand how to locate this information to effectively contribute to safety and risk management programs. Data related to school injuries are gathered by many kinds of agencies, including public and private organizations. At the national level, the CDC sponsors a variety of surveys related to school health and publishes this information online at its Web site. State departments of education and health are also good repositories of state-level statistics, usually aggregated information collected from school districts statewide. States have also implemented voluntary reporting programs. For example, Utah has developed and implemented a voluntary standardized “Student Injury Report” for school personnel to report injuries to the state health department. Utah has been collecting data since 1989. Some injury reporting systems are the result of joint state and federal initiatives. In 1995, CDC sponsored the development of the National Program for Playground Safety (NPPS) through the University of Northern Iowa, which serves as a national resource for the latest educational and research information on playground safety (see sidebar). In 2005, CDC sponsored the High School Sports-Related Injury Surveillance Study, which was conducted by the Center for Injury Research and Policy at Columbus Children’s Hospital in Columbus, Ohio (CDC, 2006). This was the first randomized study of national representation to focus on sports-related injuries in high school. Injury data are also collected by hospital emergency departments, trauma centers, and the risk management departments of state governments and insurance compani","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125760723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How May the State School Nurse Consultant Support School Nursing Research?","authors":"A. Sheetz","doi":"10.1177/1942602X08322153","DOIUrl":"https://doi.org/10.1177/1942602X08322153","url":null,"abstract":"A sound foundation of research and evidence-based practice is essential for school nursing practice. This foundation will contribute to a strong knowledge base, accountability, credibility as a discipline, and recommendations for policy at local, state, and national levels (Vessey & Massachusetts School Nurse Research Network [MASNRN] Oversight Board, 2007). In 2002, the National Nursing Coalition for School Health prioritized the top three research issues for school nursing: (1) impact of School Nurse services on student health, (2) relationship between School Nurse practice and educational outcomes, and (3) benefits and cost of school health services (Edwards, 2003). Selekman and Guilday (2003) described 10 broad categories of desired outcomes of school nursing practice, reinforcing the need for research in this critical nursing specialty area. The State School Nurse Consultant (SSNC) is uniquely positioned to guide, facilitate, and encourage the development of the state’s school nursing research agenda by doing the following:","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116432377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Challenge of “The Challenge”","authors":"Carole Hedden","doi":"10.1177/1942602x08330739","DOIUrl":"https://doi.org/10.1177/1942602x08330739","url":null,"abstract":"Subtitle: When aerospace engineers decide where to work, pay and benefits aren't the deciding factor.","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117228687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diabetes and Physical Activity in School","authors":"S. Kollipara, E. Warren-Boulton","doi":"10.1177/1942602X08324914","DOIUrl":"https://doi.org/10.1177/1942602X08324914","url":null,"abstract":"Physical activity and exercise are critical components of diabetes management. Everyone can benefit from regular exercise, but it is even more important for a student with diabetes. In addition to maintaining cardiovascular fitness and controlling weight, physical activity can help to lower blood glucose levels and increase insulin sensitivity. With the nearly epidemic incidence of childhood obesity and type 2 diabetes in youth, physical education should be part of the school day for all children. Students with diabetes should participate fully in physical education classes and team sports. To maintain blood glucose levels within their target ranges during exercise, students with type 1 diabetes will make adjustments in their insulin and food intake. To prevent hypoglycemia, they also will need to check their blood glucose levels more frequently while engaging in physical activity. Physical education instructors and sports coaches must be able to recognize and assist with the treatment of hypoglycemia. A quick-acting source of glucose and the student's glucose meter should always be available, along with water. The student's Diabetes Medical Management Plan, nursing care plan, 504 Plan, IEP, or other education plan should include specific instructions.","PeriodicalId":412278,"journal":{"name":"NASN Newsletter","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116360163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}