School Nurses Research Articles

Nursing Administrative Organization and its Relationship to the Performance Efficiency of Nursing Department Officials

A cross-sectional descriptive study conducted for the period from September 8, 2023 to April 25, 2024, with the aim of identifying the nursing administrative organization and its relationship to the efficiency of the performance of nursing department officials at Al-Diwaniyah Teaching Hospital. A purposive sample of (50) responsible nurses from this hospital was selected. The charge nurses were selected and had a college degree, a technical diploma, a middle school certificate, and a nursing school certificate. The nurses included in the study were those who had more than three years of nursing management experience. A questionnaire form was prepared for the purpose of the study, consisting of main parts: demographic characteristics, administrative organization, and performance efficiency. The stability and credibility of the model was determined through the experimental study. The questionnaire form and structured interview technique were used as means of collecting data, and the descriptive data analysis method (frequencies, percentages, arithmetic mean, and standard deviation) and the descriptive data analysis method (T-test) were applied to analyze the data. Data. The results of the study indicated that there is a statistically significant correlation between planning and performance efficiency for these officials. The study concluded that this hospital suffers from a lack of structural job descriptions. The study recommended the necessity of opening the door to specialization in the field of health administration in academic institutions to graduate advanced cadres from a scientific and professional standpoint to keep pace with the rapid development taking place in the field of health administration and in a manner commensurate with the needs of health institutions.

Status of Interprofessional Education (IPE) Implementation in Asian Nursing Schools.

Interprofessional Education (IPE) is a necessary step in preparing a collaborative practice-ready health workforce that is better prepared to respond to local and global health needs. This study examined the status of IPE implementation in Asian nursing schools in the World Health Organization (WHO) Western Pacific Region (WPR). Descriptive online survey research design was utilized, supplemented by online interviews. Purposive sampling was done wherein nursing schools, colleges, and universities were invited to nominate a representative to serve as respondent in this study. Descriptive approach was used to analyze both quantitative and qualitative data. A total of 29 Asian nursing schools participated in the survey. Majority (82.76%) of them stated that they have an IPE program or a similar activity. Interviews with the respondents revealed that not all IPE opportunities were part of a formal IPE program, but were embedded in the different learning activities of nursing students. A clear program focus served as one of the facilitators of IPE implementation. Identified barriers included insufficient administrative support and lack of trained faculty to implement IPE and related activities. IPE is present in most Asian nursing schools in WPR. They may not exactly be called or recognized as IPE, but there is the existence of programs and activities that bring together health and non-health science students to learn from, about, and with each other to enable effective collaboration and improve health outcomes. It is recommended that massive formal training should be conducted so that educational institutions and their faculty will be equipped in developing more formal programs, facilitate activities, and monitor implementation and progress.

Towards Health Promoting Schools: Pilot Training and Evaluation of the Updated Urbani School Health Kit (USHK) among School Teachers in Manila.

Committed to enhancing healthy living, learning, and working conditions, a health-promoting school is a potent influencer of behaviors and habits, reaching families and communities effectively. In the Western Pacific region, the Urbani School Health Kit (USHK) is one of the tools developed to integrate health promotion in schools; however, it needs to be updated to adapt to the evolving health challenges of lifestyle-related diseases. Hence, this study aimed to conduct a pilot training and evaluation of the updated USHK among school teachers in Manila. The USHK was updated with new materials on (1) health-enhancing physical activity; (2) healthy nutrition; and (3) family and community engagement. A two-day training-workshop with 30 school teachers was then conducted to facilitate the integration of the updated USHK in their class activities. We used a multi method evaluation design to assess the implementation of the USHK. Particularly, quantitative data were obtained from the participants' feedback on the toolkit and their knowledge of health-related practices. One month later, field visits were conducted to assess the participants' abilities in utilizing the toolkit into their classes or school activities. Qualitative interviews and classroom observations were also collected post-implementation to determine potential facilitators and barriers to program delivery, and suggestions for improvement. Descriptive statistics were used to summarize participant feedback, while Wilcoxon signed rank test was utilized to determine changes in participant knowledge pre- and post-training. Qualitative data were synthesized through content analysis. Participants provided high satisfaction ratings for the training they received, as well as high scores for the updated USHK, in terms of its appropriateness and acceptability. Significant improvements in participants' overall health promotion knowledge were also noted (Z = -4.456, p <0.001), particularly involving the domains of nutrition (Z = -2.972, p = 0.003), physical activity (Z = -3.564, p <0.001), and family/community engagement (Z = -2.531, p = 0.011). Meanwhile, participants also suggested further improvements in the toolkit to enhance its utilization in the local context. Administrative support was a crucial facilitator for implementing the USHK, while resource limitations were identified as significant barriers. The updated USHK, which provides a more comprehensive health promotion approach for schools, is potentially feasible for implementation in educational institutions in Manila. The toolkit can be utilized by teachers and school nurses to integrate health promotion activities into the school environment and classroom activities. To facilitate its wider uptake and implementation in other schools, government support and resource availability are crucial.

ITC in the School of Nursing at the Valle University: A transformative experience

Introduction: In order to spread the experience of the School of Nursing in the use of innovative strategies, which facilitate the formation of the students in higher education, with difficult access to the education classroom for fulfilling diverse roles in society; this article presents this systematized strategy, doing a tour from the years 60 up to the use of ITC at present.Methods. Historical documents were collected from the School of Nursing, research papers, systematization and evaluation of students and teachers related to the topic.Results. The methodologies used according to the state of technology as well as gains and areas for improvement both teachers and students with effective use of ITC.Conclusions. One of the main factors for the successful implementation of ITC in higher education is the favorable perception of teachers in front of them, because even though some teachers do not consider it necessary to introduce new ways of teaching and learning, many others are willing and committed to innovate and propose new pedagogical challenges using the resources provided by these technologies. The results of this experience show that the technological and pedagogical innovation is key to expanding coverage, undergraduate and postgraduate nursing as well as for the strengthening to discipline, the conceptualization and the practice of the human care.

Evaluation of pediatric vision screening and digital referral routines in an interprofessional setting in Norway

Vision is crucial for childhood development, and ensuring good vision in children is one of the United Nation’s sustainability goals. Most countries have a childhood vision screening programme, and in Norway screening in children aged 4–5 years is performed in community health centres (CHC). Specialist health services such as ophthalmology and/or orthoptics are the referral bodies. However, access to these may be limited and they may be a long distance away from the child’s home, while optometrists are often more available and accessible. This study aims to investigate if vision screening reliably detects vision problems and to explore if using paediatric optometry as a referral body can relieve the specialist health services. The study also aims to report frequency of refractive errors and management of vision problems in this age group. Of 274 children who attended vision screening by school nurses at the CHC in Kongsberg, Norway, parents of 213 (77.7%) consented to a separate eye and vision examination by a paediatric optometrist. Agreements in screening results between school nurses and the paediatric optometrists were evaluated. Separately, an ophthalmologist and an orthoptist assessed records from the eye examinations through a digital communication tool (Eyecheck System AS). Agreements in diagnoses and management decisions between optometrists and the specialist health services were evaluated. Amblyopia or ocular pathology was found in 1.9% of the children, which were all identified by the vision screening. The vision screening had a sensitivity and specificity of 62.3% and 58.6%, respectively, for detecting other vision problems in need of treatment or follow-up. Hypermetropia was present in 82.7% of the children (58.0% low, 18.5% moderate, 6.5% high hypermetropia), 16.4% had emmetropia and 1.0% had myopia. Glasses were prescribed to 8.5% of the children and 16.4% were scheduled for follow-ups. There was a high level of agreement in management between optometrists and specialists (ophthalmologist 80.3%, orthoptist 81.7%). The vision screening reliably detected amblyopia and ocular pathology, and most refractive errors were detected. The high degree of agreement between the three eye care professions suggests that paediatric optometrists can be used as the referral body for this age group. Availability of a digital communication tool provides support for the paediatric optometrists in their decision making and can help relieve the specialist health services by providing children with an eye examination and vision correction earlier and more easily.

Screening adolescent transgender-related distress: Gender preoccupation and stability questionnaire demonstrates excellent criterion validity with multi-disciplinary, pediatric gender specialist assessment

Objective To assess the psychometric properties of a gender-related distress questionnaire in adolescents questioning or experiencing gender incongruence and/or gender dysphoria, aged under 18 years, with multi-disciplinary, specialist pediatric gender assessment. Design & Setting : Prospective cohort study at state-wide tertiary children’s hospital gender clinic (2017–2021). Participants N = 299, aged 11–17 years referred for support with gender identity. Main outcome measure: The Gender Preoccupation and Stability Questionnaire (GPSQ) was designed for adults to assess gender dysphoria and intervention suitability. This study examined the psychometric properties of the GPSQ in an adolescent population and screening utility against the criterion of specialist assessment of gender dysphoria in a pediatric gender service. Results GPSQ demonstrated a univariate construct ‘gender dysphoria’ (α = 0.77) via factor analysis. It moderately correlated with outdated gender measure GIDYQ-AA (r = −0.31, p < .001) and strongly predicted specialist assessment outcomes (99% positive predictive power). However, negative predictive power or false negatives were high at 27%. Conclusions GPSQ is a reliable, valid tool for Australian adolescents under 18 years of age with excellent positive predictive power with a specialist pediatric gender dysphoria assessment. Caution is needed due to a high false-negative rate. General practitioners, pediatricians, psychiatrists, mental health professionals, school nurses and youth workers may benefit from the use of a reliable screening tool for gender-related distress to inform primary care planning, referrals, mental health formulation, psycho-education and conversations with young people and their parents. This is the first study to establish a reliable and valid screening tool for gender related distress in Australian minors with utility across all genders and criterion validity against multi-disciplinary, pediatric gender clinic assessment.

Development of Promising Interventions to Improve Human Papillomavirus Vaccination in a School-Based Program in Quebec, Canada: Results From a Formative Evaluation Using a Mixed Methods Design.

Despite the availability of school-based human papillomavirus (HPV) vaccination programs, disparities in vaccine coverage persist. Barriers to HPV vaccine acceptance and uptake include parental attitudes, knowledge, beliefs, and system-level barriers. A total of 3 interventions were developed to address these barriers: an in-person presentation by school nurses, an email reminder with a web-based information and decision aid tool, and a telephone reminder using motivational interviewing (MI) techniques. Here we report on the development and formative evaluation of interventions to improve HPV vaccine acceptance and uptake among grade 4 students' parents in Quebec, Canada. In the summer of 2019, we conducted a formative evaluation of the interventions to assess the interventions' relevance, content, and format and to identify any unmet needs. We conducted 3 focus group discussions with parents of grade 3 students and nurses. Interviews were recorded, transcribed, and analyzed for thematic content using NVivo software (Lumivero). Nurses received training on MI techniques and we evaluated the effect on nurses' knowledge and skills using a pre-post questionnaire. Descriptive quantitative analyses were carried out on data from questionnaires relating to the training. Comparisons were made using the proportions of the results. Finally, we developed a patient decision aid using an iterative, user-centered design process. The iterative refinement process involved feedback from parents, nurses, and experts to ensure the tool's relevance and effectiveness. The evaluation protocol and data collection tools were approved by the CHU (Centre Hospitalier Universitaire) de Québec Research Ethics Committee (MP-20-2019-4655, May 16, 2019). The data collection was conducted from April 2019 to March 2021. Following feedback (n=28) from the 3 focus group discussions in June 2019, several changes were made to the in-person presentation intervention. Experts (n=27) and school nurses (n=29) recruited for the project appreciated the visual and simplified information on vaccination in it. The results of the MI training for school nurses conducted in August 2019 demonstrated an increase in the skills and knowledge of nurses (n=29). School nurses who took the web-based course (n=24) filled out a pretest and posttest questionnaire to evaluate their learning. The rating increased by 19% between the pretest and posttest questionnaires. Several changes were made between the first draft of the web-based decision-aid tool and the final version during the summer of 2019 after an expert consultation of experts (n=3), focus group participants (n=28), and parents in the iterative process (n=5). More information about HPV and vaccines was added, and users could click if more detail is desired. We developed and pilot-tested 3 interventions using an iterative process. The interventions were perceived as potentially effective to increase parents' knowledge and positive attitudes toward HPV vaccination, and ultimately, vaccine acceptance. Future research will assess the effectiveness of these interventions on a larger scale.

Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices: A descriptive survey study.

To explore Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices. A cross-sectional survey design. An online survey was sent to Australian and New Zealand nursing and midwifery educators across the 45 Schools of Nursing and Midwifery between July and September 2023. The online survey consisted of 29 open- and closed-ended questions about nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices. There was a total of 127 responses to the first open-ended question. A total of 97 nursing and midwifery educators then completed the remaining questions. While educators had mostly positive views about integrating planetary health into their teaching, they lacked the knowledge and/or confidence to do so effectively. Australian and New Zealand nursing and midwifery educators acknowledge that planetary health should be included in nursing and midwifery curricula, but most reported a deficit in knowledge and/or confidence to integrate these complex concepts into their teaching. When considering planetary health, most educators focussed on climate change, which demonstrates their limited understanding of the concept of planetary health. All nurses and midwives need to understand how the health of the planet and human civilization are interconnected and be prepared to address complex global health challenges now and in the future. Across the world, key healthcare organizations have called upon nursing and midwifery educators to prepare the healthcare workforce to practice in a more sustainable way, including supporting decarbonization of healthcare. However, our study has demonstrated that nursing and midwifery educators do not feel ready to respond due to a lack of required knowledge and/or confidence. We used the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). No patient or public contribution.

P-463 Transforming teen fertility awareness: the impact of a specialized health education initiative delivered by senior human reproduction nurses in high schools

Abstract Study question Can we enhance fertility awareness among young individuals through targeted health education? Summary answer The initiative, led by senior human reproduction nurses, demonstrated a remarkable increase of 23.78% in fertility knowledge among adolescents. What is known already Understanding factors impacting fertility is key to making informed reproductive decisions. However, a pervasive gap exists in evidence-based fertility knowledge within Western societies, underscoring the need for specialized health education. Young adults often overlook fertility considerations until they encounter challenges in conceiving. Interestingly, recent findings indicate that although fertility awareness is valued amongst young people, it can also lead to stress and anxiety. Therefore to foster early and impactful learning, introducing fertility education to high school curriculums is recommended. Study design, size, duration The reproductive health and fertility awareness initiative was conducted across five public high schools in Catalonia, Spain, during the 2022-2023 academic year. The training consisted of 45-minute presentations delivered by 2 senior human reproduction nurses and focused on modifiable factors influencing fertility. To assess the success of the initiative, we compared teenagers’ knowledge before and after the educational sessions. Participants/materials, setting, methods During the academic year, presentations reached 157 high school students. Assessment was carried out through the virtual platform “Kahoot”, employing 10 multiple-choice questions with 4 response options. The responses before and after the intervention were recorded and analyzed using a paired Fisher’s exact test. P-values &amp;lt;0.05 were considered significant. Main results and the role of chance Prior to the initiative, the correct response rates to the fertility questions varied, with averages ranging from 47.6% and 73.8%. Following the fertility awareness presentation, when students were asked the same questions, there was a marked improvement in student performance. Average scores improved to 89.0%, 90.2%, 88.1%, 84.5%, and 89.5% across the respective schools. These improved scores were significant across all five high schools (p-values: 0.0074, 0.0229, 0.0221, 0.0006, 0.0163), emphasizing the effectiveness of the initiative in varying educational environments. The overall average of correct answers initially stood at 64.5%, and significantly increased to to 88.3% (p &amp;lt; 0,0001) post-intervention, reflecting a relative improvement of 23.8%. The consistent increase in knowledge across diverse student demographics suggests that the program’s content was well-received and comprehensible, contributing to its success. Limitations, reasons for caution The initiative only included participants from Catalonia, which may introduce regional biases, limiting broader applicability. Translating increased knowledge into sustained behavior change remains a challenge. A longer-term follow-up period would provide insights into the retention and application of fertility knowledge over time Wider implications of the findings The positive reception and rapid knowledge assimilation among students underscores the potential of targeted health education, extending empowerment beyond classrooms to influence their future reproductive health decisions. This initiative also lays groundwork for addressing potential disparities in fertility knowledge, which has implications for promoting equitable access to reproductive health information Trial registration number not applicable

Utilizing self-report diaries to explore task time distribution of school nurses in UAE.

This study aims to evaluate the roles and tasks of school nurses in the UAE, quantify the time spent on each, and identify areas for improvement in school health services. This aligns with the UAE government's initiative to enhance primary healthcare, focusing on illness prevention and health promotion for children and adolescents. The research adopts an observational study design, utilizing self-observation through diary recordings by school nurses to collect data on their daily tasks and time allocation. A sample of total of 2024 school nurse activities were recorded and analyzed over 126days and 1084h of observation by eight school nurses using self-report diaries. This method allowed for the collection of detailed information on how nursing time is allocated between core and noncore tasks. In this study a total of 2024 tasks were observed over 1084h. The findings reveal that core nursing tasks accounted for 78% of activities but only 53% of the total 1084h observed, while non-nursing tasks, making up 22% of activities, disproportionately consumed 47% of the hours. This discrepancy highlights the inefficiency of time allocation, with non-nursing tasks such as administrative duties taking significantly longer than core patient care tasks. The study highlights a significant opportunity to enhance school health services in the UAE by optimizing the allocation of nursing time towards more illness prevention and health promotion interventions. By addressing the identified challenges, including the gaps in nurse competencies and the lack of structured practice frameworks, school health services can be improved.

State of the Data Summary: National School Health Data Set: Every Student Counts! 2023-2024 School Year.

The National School Health Data Set: Every Student Counts! (ESC!) is NASN's data initiative focusing on building data capacity for school nurses, a uniform data set with standardized definitions, and promoting data infrastructure including school nurse access to electronic documentation, interoperability of educational systems and school health records, and build partnerships to increase data collection, storage, retrievable, and utilization. Each year since 2018, states have submitted data to NASN for inclusion in the National School Health Data Set. Participation is built on a tiered programing model to include school nurses at the school, state, and national level. Every state has identified a State Data Coordinator (SDC) who serves as a liaison to NASN to support ESC! but also provides support to school nurses in their state. This article provides an overview of the ESC! data initiative for the 2023-2024 school year, which includes the data from the 2022-2023 school year.

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Interprofessional Education Collaboration between Chung Ang Medical School and Sungshin Nursing School

Interprofessional collaboration is crucial for patient-centered care and safety. Since healthcare students will be part of interprofessional teams in the future, they need to understand the unique contributions of various healthcare professions to patient care and develop skills in collaboration, communication, leadership, and mutual respect. In response to this need, healthcare faculties have adopted interprofessional education as an innovative teaching method. However, traditional health education has typically taken place within individual schools, resulting in a limited understanding of other professional roles and identities. In our study, we introduced an interprofessional education model involving two different colleges. A total of 152 undergraduate students, comprising 101 medical students from Chung Ang University and 51 nursing students from Sungshin Women’s University, participated in the program. A one-day interprofessional education program was conducted to promote collaboration between medical and nursing students. The program included team building and communication games, scenario-based simulations, such as a “room of errors,” and tabletop exercises. Key factors for successful interprofessional education include carefully planned scheduling, leadership, and commitment from participating colleges, faculty support and training, the use of diverse teaching methods and technology, and alignment regarding educational directions among the faculty. We believe that this model may provide valuable insights for healthcare institutions aiming to develop and implement interprofessional curricula.

Academic Practice Partnerships: Improving Healthcare Access and Decreasing System Burden Utilizing Interprofessional Competencies

Collaboration between academic centers and healthcare systems/practices has demonstrated improved outcomes, fostered innovation, and increased nursing research. Although evidence for their importance has been established, all too often these academic-practice partnerships (APP) encounter hurdles that limit success. Lack of time, poor communication, and unclear leadership endorsement are often barriers to effective APPs. Utilizing the challenges of the COVID-19 pandemic, a successful APP was developed based on the Interprofessional Education Collaborative (IPEC) competencies. The IPEC framework addressed needs related to the COVID-19 pandemic and became the foundation for many future endeavors between a large children’s healthcare system and a university school of nursing. This APP demonstrated the appropriate capacity and organizational structure to provide simultaneous benefits to multiple parties while improving systemwide healthcare outcomes. This article outlines the development and implementation processes, subsequent evaluation, and implications for practice related to this highly successful partnership.

Elevating competency-based education in baccalaureate nursing: A simulation integration project

Simulation offers a mechanism for scaffolded learning in a safe environment and affords opportunities for students to integrate nursing knowledge, skills, and behaviors into patient care activities. Faculty applied a structured change model and utilized simulation theory and the AACN Essentials framework for competency-based education to integrate simulation across the pre-licensure curriculum at a large school of nursing. A series of clinical learning activities were implemented including one revised scenario, a computer-based simulation adapted from an existing manikin-based activity, and a multi-patient simulation developed by modifying three textbook publisher simulation resources. Students were provided with opportunities to develop competencies across multiple Essentials domains, and congruence between course and simulation objectives was achieved. The purpose of this article is to describe the processes and outcomes of a faculty-driven effort to advance competency-based education in baccalaureate nursing curricula.

Attitudes, Self-Confidence, and Knowledge of Primary Care Professionals towards School Bullying.

Attitudes, practices, and knowledge about bullying were evaluated in a sample of 274 primary care professionals, including general practitioners, pediatricians, community, pediatric and school nurses, and residents of these specialties. This study was based on a mixed method with a parallel convergent design without dominance between phases, data were collected concurrently, and conversion of the results from both phases was carried out during data interpretation. The quantitative phase had a cross-sectional observational design, using The Healthcare Provider's Practices, Attitudes, Self-confidence, and Knowledge Regarding Bullying Questionnaire as an instrument. Descriptive and bivariate analyses were performed, which showed a positive correlation between higher self-confidence and knowledge scores and a greater predisposition to detect cases. However, although the dimensions of attitudes and knowledge yielded generally high data, low self-confidence was evident in addressing this problem. In addition, a lack of clear guidelines in the workplace was expressed, highlighting the need to create and provide specific resources to intervene in bullying in said context, which could develop an improvement in self-confidence, leading to greater well-being for the educational community regarding bullying.

The mental and behavioral health crisis in youth: Strategic solutions post COVID-19 pandemic: An American Academy of Nursing consensus paper

The COVID-19 pandemic wrought significant negative impacts on youth well-being, particularly among Black, Hispanic, American Indian, Alaska Native, and LGBTQ+ (Lesbian, gay, bisexual, transgender, queer or questioning) youth. The pandemic disrupted connections to family, school, and community, which are essential supports for youth mental health. Lessons learned from the pandemic suggest the role of stress and windows of opportunity to build resiliency. Drawing from a policy dialog on the youth mental health crisis conducted by 4 American Academy of Nursing Expert Panels, we present approaches to the current increase in youth mental health problems. Included is emerging literature on building youth resilience, particularly via re-establishing school and community connections. The role of families, schools, and community support is emphasized, particularly by creating a healing school environment and the pivotal role of school nurses. Recommendations include increased support for families, engaging the school nurse role, and developing school-based innovative programs to build connections and youth wellness.

Practicing With a Framework Mindset: A Closer Look at the Standards of Practice Principle.

School nurses are more likely to support students' health, safety, and readiness to learn if they approach their practice through the lens of the School Nursing Practice Framework™ (the Framework). Practicing with an intentional focus on the Framework principles is called practicing with a Framework mindset. This article is the first in a 5-part series discussing how to be a school nurse who practices with a Framework mindset. In this article, school nurses will discover the basis for updates to the Framework's Standards of Practice principle, differences between the Standards of Practice principle and the authoritative standards of school nursing practice, activities that exemplify the Standards of Practice principle, and how to address a real-world school nursing challenge with a Framework mindset attuned to the Standards of Practice principle.

Teaching global interdependence to health professions students during the Anthropocene epoch: Findings from documentary analysis of an interprofessional education course

Aim(s)To examine the effects of new course material that incorporated the Anthropocene and The Centers for Disease Control's (CDC) 'Climate Effects on Health' framework into an IPE course to enhance students' understanding global interdependence. BackgroundTeaching global interdependence with a suitable framework and relevant content in an introductory Interprofessional Education course in undergraduate programs is challenging when these early learners who do not have significant clinical experience. Therefore, it is necessary to adapt these courses to provide a framework that all students can relate to regardless of previous experience. DesignThe design for this study was qualitative document analysis. MethodThe required introductory IPE course was for students on the programs offered by the College of Health Sciences and the School of Nursing. Students (n = 142) from seven health professions programs, including athletic training (n=9), nursing (n=70), nutrition and dietetics (n=8), occupational therapy (n=15), physical therapy (n=31), radiation therapy (n=2) and magnetic resonance imaging and pre-professional students from other majors (n=5) were enrolled in this IPE course. The study used data derived from the final reflections submitted by the students. The CQI analysis focused on students enrolled in a dedicated interprofessional course related to health professions. ResultsWays interprofessional teams can address global challenges like the Anthropocene, climate-related illnesses and severe weather events were revealed in student responses. Three themes that emerged from the student responses included: public health collaborations, holistic health promotion and policy advocacy. ConclusionIncorporating the concept of Anthropocene and the 'Climate Effects on Health' framework into an IPE course can be a promising approach to shaping students' perception and enhancing their knowledge about global interdependence. By doing so, students can gain a deeper understanding of how human activities have an impact on the climate and ecology of the planet and how severe weather can lead to various health problems.

"We Have Bills to Pay Too": The Juggling Act of Working While Attending a School of Nursing

"We Have Bills to Pay Too": The Juggling Act of Working While Attending a School of Nursing