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The Psychosocial Effects of the COVID-19 Pandemic on Primary School Children of Health Professionals. 新冠肺炎大流行对卫生专业人员小学生的心理社会影响。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2023-11-06 DOI: 10.1177/10598405231209897
Azize Karahan, Nida Temiz, Ziyafet Uğurlu, Berrak Fulser, Aysel Abbasoğlu, Ayşe Ay, Nalan Özhan Elbaş
{"title":"The Psychosocial Effects of the COVID-19 Pandemic on Primary School Children of Health Professionals.","authors":"Azize Karahan, Nida Temiz, Ziyafet Uğurlu, Berrak Fulser, Aysel Abbasoğlu, Ayşe Ay, Nalan Özhan Elbaş","doi":"10.1177/10598405231209897","DOIUrl":"10.1177/10598405231209897","url":null,"abstract":"<p><p>During the COVID-19 pandemic, health professionals had to spend much of their time working in hospitals, which may have caused psychological distress to their children. This study was in the form of a case study pattern, one of the qualitative research methods aimed to identify the psychosocial effects of the COVID-19 pandemic on the primary school children of health professionals. Its sample consisted of health professionals (<i>n</i> = 60) and their children (<i>n</i> = 60), who were all at primary school. Data were collected from the parents using a questionnaire, and from the children by asking them to create drawings and explain them. Descriptive and content analysis were carried out. The findings were grouped under the headings of \"Spatial and Social Effects on the Child's Daily Life,\" \"Effects on the Child's Emotions,\" and \"Effects on the Parent From the Child's Perspective.\" It is recommended that interventions to maintain the psychosocial well-being of children be planned.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"258-268"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Hybrid Learning Modality Did Not Reduce the Risk of COVID-19 Among Colorado Students. 混合学习模式并没有降低科罗拉多州学生感染COVID-19的风险。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2023-08-30 DOI: 10.1177/10598405231194538
Brian Erly, Parker Jackson, Therese Pilonetti
{"title":"Hybrid Learning Modality Did Not Reduce the Risk of COVID-19 Among Colorado Students.","authors":"Brian Erly, Parker Jackson, Therese Pilonetti","doi":"10.1177/10598405231194538","DOIUrl":"10.1177/10598405231194538","url":null,"abstract":"<p><p>During the 2020-2021 school year, many schools adopted remote learning or a part-time in-person learning (\"hybrid\") approach to reduce the risk of in-school transmission of COVID-19. The purpose of this work is to describe case rates of COVID-19 in schools practicing different learning modalities on rates of COVID-19 to support risk-benefit decisions in the context of respiratory disease outbreaks. We conducted a person-time-at-risk analysis of rates of COVID-19, as well as testing and test positivity rates among Colorado students. Schools practicing remote learning had a lower adjusted rate of COVID-19 cases compared to either hybrid or in-person learning modalities. Students attending a school with remote learning had fewer reported tests, and test positivity was higher for remote learning. Our analysis found that both case rate and test positivity were similar in hybrid and in-person learning modalities, indicating that hybrid learning modalities may not reduce the risk of respiratory disease transmission.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"197-200"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10113291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
"This Has Changed Everything": The Impact of the COVID-19 Pandemic on School Nursing Practice in New Mexico. "这改变了一切"：COVID-19 大流行对新墨西哥州学校护理实践的影响。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2023-12-11 DOI: 10.1177/10598405231218532
Elizabeth Dickson, Lisa Crawford, Rhonda Sparks, Anna Ciblis
{"title":"\"This Has Changed Everything\": The Impact of the COVID-19 Pandemic on School Nursing Practice in New Mexico.","authors":"Elizabeth Dickson, Lisa Crawford, Rhonda Sparks, Anna Ciblis","doi":"10.1177/10598405231218532","DOIUrl":"10.1177/10598405231218532","url":null,"abstract":"<p><p>As state and local government implemented school closures in response to the COVID-19 pandemic, school health services delivery experienced a fundamental change. School nurses were confronted with significant challenges to care for their students, while responding to the avalanche of public health responsibilities thrust upon them without training or resources. This qualitative study, conducted by a community-based participatory research partnership explored school nurses' experiences and perspectives in urban and rural communities across New Mexico. Thirty-four school nurses participated in semi-structured qualitative interviews identifying 3 distinct pandemic stages and the following themes: 1) change/confusion of school nurse identity; 2) mental health challenges and stressors; and 3) lessons learned. These study results provide contextual depth to challenges that both urban and rural school nurses in New Mexico experienced during the pandemic and outline the important role school nurses have during public health emergencies in school settings.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"201-212"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138810078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
National Association of School Nurses Position Statement: Supervision and Evaluation of the School Nurse. 全国学校护士协会立场声明：校医的监督和评估。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2024-09-30 DOI: 10.1177/10598405241285005
{"title":"National Association of School Nurses Position Statement: Supervision and Evaluation of the School Nurse.","authors":"","doi":"10.1177/10598405241285005","DOIUrl":"10.1177/10598405241285005","url":null,"abstract":"","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"297-298"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142331372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Nurses' Experiences and Needs in COVID-19 Pandemic Response: A Qualitative Study. 学校护士在COVID-19大流行应对中的经验与需求：一项定性研究
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2023-07-24 DOI: 10.1177/10598405231185592
Kyoungsan Seo, Se-An Kim, Young June Choe, Jihyun Moon
{"title":"School Nurses' Experiences and Needs in COVID-19 Pandemic Response: A Qualitative Study.","authors":"Kyoungsan Seo, Se-An Kim, Young June Choe, Jihyun Moon","doi":"10.1177/10598405231185592","DOIUrl":"10.1177/10598405231185592","url":null,"abstract":"<p><p>The coronavirus disease 2019 pandemic drastically shifted the public health burden onto the school health system. We, therefore, explored the school nurses' experiences and needs for confronting the pandemic in school settings across Korea. This qualitative investigation enrolled 30 participants after their written consent. A written interview conducted through email and focus group interviews using an online meeting application verified participants' opinions and experiences. Collected data were subjected to text-mining and content analysis. The school nurse was found to be responsible for many tasks, including education on preventive measures with unclear quarantine guidelines. Content analysis identified three key themes: \"aggravated difficulties owing to lack of support resulted in burnout,\" \"reflection on supportive resources; direct provisions were helpful,\" and \"needs and suggestions to safeguard students' health in the event of another pandemic.\" Recommendations should all be considered to keep schools and students safe from future pandemics.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"237-245"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10372512/pdf/10.1177_10598405231185592.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9878616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Facilitators and Barriers to Implementing COVID-19 Prevention Strategies in K-12 Public Schools. 在 K-12 年级公立学校实施 COVID-19 预防策略的促进因素和障碍。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-04-01 Epub Date: 2023-07-31 DOI: 10.1177/10598405231191282
India Rose, Leah Powell, Adrian King, Colleen Crittenden Murray, Catherine N Rasberry, Sanjana Pampati, Lisa C Barrios, Sarah Lee
{"title":"Facilitators and Barriers to Implementing COVID-19 Prevention Strategies in K-12 Public Schools.","authors":"India Rose, Leah Powell, Adrian King, Colleen Crittenden Murray, Catherine N Rasberry, Sanjana Pampati, Lisa C Barrios, Sarah Lee","doi":"10.1177/10598405231191282","DOIUrl":"10.1177/10598405231191282","url":null,"abstract":"<p><p>To meet the educational needs of students, most schools in the United States (U.S.) reopened for in-person instruction during the 2021-2022 school year implementing a wide range of COVID-19 prevention strategies (e.g., mask requirements). To date, there have been limited studies examining facilitators and barriers to implementing each of the recommended COVID-19 prevention strategies in schools. Twenty-one semistructured interviews were conducted with public school staff from across the U.S. responsible for overseeing prevention strategy implementation. MAXQDA was used for thematic analysis. Findings identified key facilitators including utilizing Centers for Disease Control and Prevention guidance and district policies to guide decision-making at the school level, possessing financial resources to purchase supplies, identifying key staff for implementation, and having school health services infrastructure in place. Key barriers included staff shortages, limited resources, and community opposition. Findings from this study provide important insight into how schools can prepare for future public health emergencies.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"246-257"},"PeriodicalIF":1.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11284594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9914200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Nurses' Experiences Meeting Children Who Live in a Culture of Honor: A Qualitative Interview Study. 学校护士遇到生活在荣誉文化中的儿童的经验：一项定性访谈研究。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-03-28 DOI: 10.1177/10598405251327736
Malin Jakobsson, Emma Elgan, Malin Qvist, Lise-Lotte Jonasson
{"title":"School Nurses' Experiences Meeting Children Who Live in a Culture of Honor: A Qualitative Interview Study.","authors":"Malin Jakobsson, Emma Elgan, Malin Qvist, Lise-Lotte Jonasson","doi":"10.1177/10598405251327736","DOIUrl":"https://doi.org/10.1177/10598405251327736","url":null,"abstract":"<p><p>The school nurse's work is to support children's health and identify those at risk of being maltreated, a situation that children living in a culture of honor may face. The aim was to describe the school nurse's experience of meeting children living in a culture of honor. The study was qualitative, using qualitative content analysis with an inductive approach. The data was collected through semistructured interviews with 10 school nurses from different parts of Sweden. The results are illustrated in an overarching theme: walking a tightrope when supporting children living in a culture of honor, and three categories. The categories are: working preventively around children, building trust in children, and collaborating around the children. Based on the study, school nurses desire regular training on the culture of honor and greater collaboration with other professional groups, especially social services, to feel more confident in their work.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"10598405251327736"},"PeriodicalIF":1.5,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Delegation in School Nursing Practice: A Mixed-Methods Study. 学校护理实践中的授权：一项混合方法研究。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-03-26 DOI: 10.1177/10598405251327589
Claire L McKinley Yoder, Layla Garrigues, Jamie Smith, Leslie Valentine, Catherine Murphy, Kristen McGrew
{"title":"Delegation in School Nursing Practice: A Mixed-Methods Study.","authors":"Claire L McKinley Yoder, Layla Garrigues, Jamie Smith, Leslie Valentine, Catherine Murphy, Kristen McGrew","doi":"10.1177/10598405251327589","DOIUrl":"https://doi.org/10.1177/10598405251327589","url":null,"abstract":"<p><p>In the updated School Nursing Practice Framework, delegation is a key part of the school nurse's care coordination role. The delegation of nursing procedures to unregulated assistive persons is a significant responsibility for nurses. Despite this, delegation has received relatively little attention in studies of school nursing practice. This mixed-methods study of delegation between 2018 and 2022 describes the types and quantity of delegations and the factors affecting school nurse delegation. Considerations related to procedures delegated, student context, and unregulated assistive persons were examined. The results of this study highlight the challenges encountered when delegating nursing procedures in a school context including time, appropriate staffing, and resources. This information may help practicing school nurses to reflect on their own practice and generate creative solutions to overcome barriers. In addition, this information is important to supervisors and those developing policy to promote equitable access to education for students with chronic conditions.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"10598405251327589"},"PeriodicalIF":1.5,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes. 由校医提供的儿童焦虑学习模块（CALM）对小学生学习成绩的影响。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-03-25 DOI: 10.1177/10598405251328369
Grace Imondi, E B Caron, Lillian Blanchard, Emilie Butler, Golda S Ginsburg
{"title":"Impact of the Child Anxiety Learning Modules (CALM), a School Nurse-Delivered Intervention for Anxiety, on Elementary Students' School Outcomes.","authors":"Grace Imondi, E B Caron, Lillian Blanchard, Emilie Butler, Golda S Ginsburg","doi":"10.1177/10598405251328369","DOIUrl":"https://doi.org/10.1177/10598405251328369","url":null,"abstract":"<p><p>School-based anxiety interventions reduce anxiety and related impairment, but little is known about whether they improve academic outcomes, especially when delivered by non-mental health specialists. This study examined the impact of two brief, school nurse-delivered anxiety interventions on working memory, school functioning, and school avoidance. Participants were 54 students aged five to 12 with elevated anxiety and their school nurses (<i>N </i>= 30), who were randomly assigned to deliver the Child Anxiety Learning Modules (CALM, <i>n </i>= 14) or CALM- Relaxation only (CALM-R, <i>n </i>= 16). Student outcomes were assessed by parent-, teacher-, and student self-reports at baseline, post-intervention, and follow-up. Both interventions significantly improved school outcomes, including decreasing school anxiety, the impact of anxiety on performing school tasks, and negative classroom behavior while improving working memory, suggesting that school nurse-delivered anxiety interventions can improve school outcomes. Limitations and implications for future school nurse-delivered and school-based interventions are discussed.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"10598405251328369"},"PeriodicalIF":1.5,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Working in the Norwegian School Health Services: A Quantitative Cross-Sectional Study of School Nurses' Work Situation. 在挪威学校卫生服务工作：学校护士工作状况的定量横断面研究。
IF 1.5 4区 医学
Journal of School Nursing Pub Date : 2025-03-24 DOI: 10.1177/10598405251327913
Gunhild Hustad, Marit Müller De Bortoli, Elisabeth Holm Hansen
{"title":"Working in the Norwegian School Health Services: A Quantitative Cross-Sectional Study of School Nurses' Work Situation.","authors":"Gunhild Hustad, Marit Müller De Bortoli, Elisabeth Holm Hansen","doi":"10.1177/10598405251327913","DOIUrl":"https://doi.org/10.1177/10598405251327913","url":null,"abstract":"<p><p>As school health services continue to evolve, it becomes increasingly important to highlight the work situation of school nurses. This study explored the role of school nurses within Norwegian school health services using a web-based questionnaire that was completed by 270 school nurses in a cross-sectional study. The survey focused on the National Professional Guidelines, cooperation with schools, the physical work environment, and job satisfaction. The findings revealed that more years of experience led to better inclusion by school staff, and having a colleague reduced feelings of isolation. Many school nurses were satisfied with their jobs and valued their work. However, less than half found the National Professional Guidelines to be clear regarding expected activities. These insights highlight areas for potential improvement in school health services.</p>","PeriodicalId":50058,"journal":{"name":"Journal of School Nursing","volume":" ","pages":"10598405251327913"},"PeriodicalIF":1.5,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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