Journal articles: 'School: School of Nursing, Midwifery, and Health Practice'

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Sukini, Tuti, Sri Widatiningsih, and Siti Rofiah. "Menstrual Hygiene Management Practice in Magelang Senior High School." Midwifery and Nursing Research 3, no. 1 (March 31, 2021): 33–40. http://dx.doi.org/10.31983/manr.v3i1.6808.

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Background: Menstrual Hygiene Management is the management of hygiene and health when women experience menstruation. UNICEF research results state that 46% of young women in Indonesia change sanitary napkins less than 2 times a day, whereas in theory changing sanitary napkins is at least 3-4 hours a day. Use for more than 8 hours causes genital irritation and itching which will have an impact on health. The purpose of this study was to determine the practice of menstrual hygiene management in high schools in Magelang.Methods: This research was conducted in 5 public high schools in Magelang. This research method is a mixed methods design. explanatory The research was conducted by collecting quantitative data then qualitative data. The study population was all high school students in Magelang City with a total of 267 respondents.Results: The results showed that there was a relationship between the peer support variable (p-value 0,000), the role of the teacher (p-value 0.002), and facilities (p-value 0.003) with menstrual health management practicesConclusion: conclusions and implications for midwifery and nursing practiceAll sections in The peer support variable (p value 0.001) had the most influence on menstrual hygiene management. It is hoped that midwives can contribute in providing health education on Menstrual Hygiene Management (MKM) in cross-sectoral collaboration with the Education Office

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Martin, Morag. "Attending the birth: competition for obstetrical training by medical students and midwives in nineteenth-century France." Medical History 65, no. 2 (March 30, 2021): 197–217. http://dx.doi.org/10.1017/mdh.2021.10.

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AbstractThough male doctors gained prominence at the bedsides of pregnant mothers in nineteenth-century Europe, the clinical training they received in medical academies remained cursory. In France, to supplement the medical faculties, the government set up schools for both health officers and midwives which were meant to teach practical obstetrics. This paper focusses on the city of Arras, where these two groups of students competed for the limited numbers of pregnant patients on which to practice their future professions. Like many in their field, two prominent instructors in Arras at each end of the century promoted male obstetrical education over female, arguing that practical education for health officers would lead to safer births for mothers and infants. By the 1870s, the obstetrics instructor adopted germ theory, tying improved hygiene and thus mortality rates to male students’ access to hospitalised patients. Despite their arguments, in Arras, the male students never gained priority in clinical obstetrical training, which midwifery students kept. To keep male students out of maternity wards, local administrators used fears that gender mixing would lead to immoral acts or thoughts. In doing so, they protected the traditional system of midwifery rather than invest in more costly male medical education. Championing midwifery students’ rights to the spaces and bodies needed for their education, however, delayed adoption of hygiene and antiseptic practices that led to lower maternal mortality. Unable to adapt to changing requirements by the state, the medical school closed in 1883, while the midwifery programme thrived until the 1960s.

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Kumbiley, Jacqueline, Anthony Amalba, Paul Armah Aryee, Simon Agongo Azure, and Victor Mogre. "Determinants of Nutrition Care Practice by Midwives and Nurses in the Antenatal and Postnatal Care Settings: A Multi-Site Cross-Sectional Survey From Ghana." Global Pediatric Health 8 (January 2021): 2333794X2110483. http://dx.doi.org/10.1177/2333794x211048382.

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Aim. Midwives and nurses are critical in nutrition care for pregnant women and lactating mothers. Ghanaian nurses and midwives’ perception of the adequacy and their satisfaction with nutrition education received during training in school, level of nutrition care competencies, and nutrition practice behavior is unknown. We evaluated the adequacy of nutrition education received in nursing and midwifery school; nutrition care competencies; self-efficacy and the nutrition care practice of midwives and nurses. We also evaluated determinants of nutrition care practice during routine antenatal and postnatal care. Methods. Cross-sectional study conducted among midwives and nurses working at antenatal and postnatal clinics in Ghana. Data was collected using a self-administered questionnaire. Data analysis was done using descriptive statistics, correlation, and linear regression. Findings. Almost 90% (n = 267) of the participants received nutrition education during training, 77.5% were unsatisfied with the amount of time allocated for nutrition education and 40% felt inadequately prepared from school to provide nutrition care. Self-efficacy ranged from moderate to low. Determinants of nutrition care practice were age of respondents ( B = 0.04; P = .002), nutrition-related knowledge ( B = 0.05; P = .016), adequacy of nutrition education ( B = 0.14; P = .006), nutrition training after school ( B = 0.38; P = .010) and nutrition care self-efficacy ( B = 0.03; P = .048). Conclusion. Notable knowledge gaps in basic nutrition, inadequate preparedness, and poor confidence to provide nutrition care was common. There is a need to improve the nutrition education experiences of midwives and nurses through curricula revision and refresher training courses.

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Walls, Elaine. "Embedding knowledge into non-medical prescribing education." British Journal of Nursing 28, no. 10 (May 23, 2019): 634–37. http://dx.doi.org/10.12968/bjon.2019.28.10.634.

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This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success.

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Kennedy, M., and E. Burnett. "Hand hygiene knowledge and attitudes: comparisons between student nurses." Journal of Infection Prevention 12, no. 6 (August 1, 2011): 246–50. http://dx.doi.org/10.1177/1757177411411124.

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It is recognised that early intervention in healthcare workers’ education is important in terms of embedding effective infection prevention and control knowledge into practice. One of the most important aspects of this education is hand hygiene compliance and technique expectations. This small study was undertaken in collaboration with the University of Dundee, School of Nursing and Midwifery and NHS Tayside. It explored the differences in knowledge, attitudes and practice towards hand hygiene among second and third year student nurses with the aim of reviewing and informing the development of future educational material at undergraduate level in order to continually enhance knowledge and skills and bridge the theory–practice gap. This study concluded that third year student nurses did have a slightly better knowledge base than the second years and that although knowledge, attitudes and practice were reported to be of a good standard overall, there were still some important issues that must be addressed.

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Hemingway, S., M. McAllister, K. Bailey, K. Coates, S. Mitchell, and M. Fenwick. "Nurse Prescribing in Mental Health Care: What can the USA teach us?" Nurse Prescriber 1, no. 4 (April 2004): 1–6. http://dx.doi.org/10.1017/s1467115804000689.

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SummaryNurse Prescribing in mental health care is now a reality. As part of a long-term plan to introduce the prescribing role for mental health nurses in the local area, Doncaster and South Humber Health Care Trust and the School of Nursing and Midwifery at the University of Sheffield conducted a study tour of centres well established in the clinical practice and educational preparation for prescriptive authority for nurses. The findings from the visit are explored, for example: a) how is a competence in prescribing achieved by nurse, b) what is the educational delivery needed to prepare the potential prescriber? Insights are offered based on the provision of care by nurse prescribers in the states of Massachusetts and Connecticut that we visited. These are then discussed in the context of the future development of this role, which is now being introduced as an innovation aimed at meeting the mental health care needs of patients in the UK.

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Şen, Emine, Nursel Alp Dal, Çağatay Üstün, and Algın Okursoy. "Evaluation of School of health students' ethics position in Turkey." Nursing Ethics 24, no. 2 (July 27, 2015): 225–37. http://dx.doi.org/10.1177/0969733015594666.

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Background: The advances in science and technology increasingly lead to the appearance of ethical issues and to the complexity of care. Therefore, it is important to define the ethics position of students studying in health departments so that high quality patient care can be achieved. Objectives: The aim of this study was to examine the ethics position of the students at Shool of Health of an University in western Turkey. Methods: The study design was descriptive and cross-sectional. The study population included 540 first, second, third, and fourth year students from the Departments of Nursing, Midwifery, and Rescue and Disaster Management in the 2013–2014 academic year. Data were collected with a Personal Identification Form and The Ethics Position Questionnaire. Obtained data were analyzed with Chi-square test, Confirmatory Factor Analysis, and Nested Analysis of Variance. Ethical considerations: Before conducting the research, approval was obtained from Ege University Clinical Research Ethics Committee in İzmir and written informed consent was taken from all the participants. Findings: There was no significant difference in the mean scores for the Ethics Position Questionnaire between the students in terms of years and fields of study. Although the mean scores for the subscale idealism did not differ between fields of study, the mean scores significantly differed between years of study. However, the mean scores for the subscale relativism did not differ in terms of years and fields of study. Discussion: Whether students are idealistic or relativistic in terms of ethical judgment will be effective in ethical decision-making skills during patient care. Therefore, we need to define the factors that influence students’ ethics position in the future. Conclusion: It is suggested that the courses and practices that teach students to be aware of their ethics position to create an ethical outlook can be placed in the curriculum in health schools.

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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.

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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.

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Macduff, Colin, Andrew McKie, Sheelagh Martindale, Anne Marie Rennie, Bernice West, and Sylvia Wilcock. "A Novel Framework for Reflecting on the Functioning of Research Ethics Review Panels." Nursing Ethics 14, no. 1 (January 2007): 99–116. http://dx.doi.org/10.1177/0969733007071361.

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In the past decade structures and processes for the ethical review of UK health care research have undergone rapid change. Although this has focused users' attention on the functioning of review committees, it remains rare to read a substantive view from the inside. This article presents details of processes and findings resulting from a novel structured reflective exercise undertaken by a newly formed research ethics review panel in a university school of nursing and midwifery. By adopting and adapting some of the knowledge to be found in the art and science of malt whisky tasting, a framework for critical reflection is presented and applied. This enables analysis of the main contemporary issues for a review panel that is primarily concerned with research into nursing education and practice. In addition to structuring the panel's own literary narrative, the framework also generates useful visual representation for further reflection. Both the analysis of issues and the framework itself are presented as of potential value to all nurses, health care professionals and educationalists with an interest in ethical review.

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Boire, Carissa, and Laura Lucas. "Birth Companions." Journal of Perinatal Education 31, no. 1 (January 1, 2022): 14–20. http://dx.doi.org/10.1891/j-pe-d-20-00064.

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The benefits of continuous labor support have been repeatedly discussed in the literature and supported by professional obstetric organizations. At the Johns Hopkins University School of Nursing, students are offered the unique opportunity to learn how to be a doula. The Birth Companions program provides nursing students the opportunity to develop knowledge and skills to provide continuous labor support to women of Baltimore and surrounding areas. This faculty-led, student-run program also supports student engagement in service learning, and practice regarding leadership skills and interprofessional collaboration as a student nurse.

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Karaca Sivrikaya, Sibel, and Hülya Türkmen. "Traditional Practices in Relation to Pregnancy, Childbirth, Postpartum Period, and Newborns in Turkey From an Interregional Perspective." International Journal of Childbirth 12, no. 4 (November 16, 2022): 201–16. http://dx.doi.org/10.1891/ijc-2021-0053.

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AIMThe aim of this study was to identify the level of knowledge of students on traditional practices related to pregnancy, childbirth, the postpartum period and the newborn in Turkey and present the geographical regions of Turkey where traditional practices are more common.METHODSThis cross-sectional study was performed with the participation of 375 students enrolled at the Midwifery and Nursing Departments of the Faculty of Health Sciences of a university in the Marmara Region located in northwestern Turkey. The data were collected through a Personal Information Form and a Traditional Beliefs and Practices Form created by the researchers. Means, standard deviations, minimum and maximum values, frequencies, and percentages were utilized in the statistical analyses.RESULTSThe mean age of the participants was 20.51 ± 2.44 years, 44.5% of them lived in the Marmara Region of Turkey, and most of their parents were primary school graduates. In this study, it was found that most students were not familiar with traditional practices in relation to pregnancy, childbirth, postpartum and newborns in Turkey. It was also ascertained that the beliefs held by the students about pregnancy, childbirth, postpartum and newborns differed across regions. It was found that most students did not know the harmful traditional practices performed for making childbirth easier. Most students were knowledgeable about harmful traditional practices about postpartum. Some of the harmful traditional practices applied to the newborn were determined to be unknown to the students.CONCLUSIONIn conclusion, in this study, it was identified that most students were not familiar with traditional practices related to pregnancy, childbirth, the postpartum period and newborns in Turkey. Before student midwives and nurses have started their careers, they should be informed about traditional beliefs and practices of the society in which they live, and they should be capable of making holistic and comprehensive evaluations. Because of this study, it is recommended that traditional beliefs and practices be included in the curricula of midwifery and nursing schools with particular emphasis on the geographical regions of Turkey.

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Asirifi, Mary, Linda Ogilvie, Sylvia Barton, Patience Aniteye, Kent Stobart, Olenka Bilash, Cecilia Eliason, Gloria Ansong, Lydia Aziato, and Atswei Kwashie. "Assessing challenges of clinical education in a baccalaureate nursing program in Ghana." Journal of Nursing Education and Practice 7, no. 10 (May 25, 2017): 109. http://dx.doi.org/10.5430/jnep.v7n10p109.

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Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

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Fisher, Karin A., and John D. Fraser. "Rural health career pathways: research themes in recruitment and retention." Australian Health Review 34, no. 3 (2010): 292. http://dx.doi.org/10.1071/ah09751.

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Objective.This paper describes stages in the research literature related to recruitment and retention of health professionals to rural health careers. Data sources.Electronic databases accessed included Medline, CINAHL, Social Sciences and Humanities. Key search terms included ‘high school’, ‘career choices’, ‘rural’, ‘attachment’, ‘recruitment’ and ‘retention’. Data synthesis.We identified four stages: (1) making career choices; (2) being attached to place; (3) taking up rural practice; and (4) remaining in rural practice. This is termed the ‘rural pipeline’. However, as some stages of the ‘rural pipeline’ refer specifically to the medical profession, we propose an extension of the notion of the medical ‘rural pipeline’ to include other professions such as nursing, midwifery and allied health. Conclusions.Utilising the ‘rural pipeline’ as a template for medicine, nursing and allied health would strengthen current approaches to the recruitment and retention of professionals in rural areas and provide a consolidated evidence base that would assist in policy development to improve availability and service provision of the rural health workforce. Future research that utilises a multidisciplinary approach could explore how the role and relationship between place and identity shape needs of career choices and would provide important information to advance the practical aspects supporting rural health career pathways. What is known about the topic?A universal shortage of rural health professionals is a significant issue and is becoming critical in rural areas of Australia. Although there have been many studies, internationally and in Australia, there are several gaps in recruitment and retention of rural health professionals that require further attention. What does this paper add?This paper examines workforce studies related to recruitment and retention of health professionals to rural health careers. The pipeline, however, refers mainly to the medical profession. The stages in this paper extend the notion of the medical ‘rural pipeline’ to include other professions such as nursing and allied health. This paper focusses on literature concerning developed countries such as Australia, New Zealand, Europe, the USA and Canada and identifies several proposed areas of future research. What are the implications for practitioners?The literature clearly identifies important issues for the rural health workforce. Having an understanding of the key issues underpinning the recruitment and retention of health professionals in rural areas allows the development and enhancement of appropriate workforce strategies. Utilising the ‘rural pipeline’ as a template for medicine, nursing and allied health would strengthen current approaches to the recruitment and retention of professionals in rural areas and provide a consolidated evidence base.

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Brown, Michael, Edward McCann, Gráinne Donohue, Caroline Hollins Martin, and Freda McCormick. "LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study." International Journal of Environmental Research and Public Health 18, no. 21 (October 29, 2021): 11366. http://dx.doi.org/10.3390/ijerph182111366.

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LGBTQ+ people experience significant physical and psychosocial health issues and concerns, and encounter barriers when accessing healthcare services. We conducted a mixed-methods research study across all Schools of Nursing and Midwifery in the United Kingdom and Ireland using a survey and qualitative interviews. This was to identify the current content within nursing and midwifery pre-registration programmes in relation to LGBTQ+ health and to identity best practice and education innovation within these programmes. The survey was completed by 29 academics, with 12 selected to participate in a follow-up in-depth qualitative interview. Analysis of the data from the survey and interviews identified five themes: there is variable programme content; academics are developing their own programmes with no clear consistency; LGBTQ+ health is being linked to equality and diversity; there are barriers to education provision; and these is some evidence of best practice examples. The findings of the study support the need to develop and implement a curriculum for LGBTQ+ health in nursing and midwifery pre-registration programmes with learning aims and outcomes. Academics need support and tools to prepare and deliver LGBTQ+ health content to nurses and midwives as they ultimately have the potential to improve the experiences of LGBTQ+ people when accessing healthcare.

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Gleeson, Catherine. "School health nursing – evidence-based practice?" Primary Health Care 14, no. 3 (April 2004): 38–41. http://dx.doi.org/10.7748/phc2004.04.14.3.38.c497.

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Brown, Michael, Edward McCann, Brian Webster-Henderson, Fidelindo Lim, and Freda McCormick. "The Inclusion of LGBTQ+ Health across the Lifespan in Pre-Registration Nursing Programmes: Qualitative Findings from a Mixed-Methods Study." Healthcare 11, no. 2 (January 9, 2023): 198. http://dx.doi.org/10.3390/healthcare11020198.

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Poor physical and mental ill-health is experienced by many LGBTQ+ people, compounded by a reluctance to access healthcare services. This reluctance is attributed to experiences of heteronormative assumptions and negative attitudes encountered. Despite increasing recognition of the need to include LGBTQ+ health in undergraduate healthcare programmes, inconsistencies and gaps in content, skills development, and assessment are still apparent. The aim of the study was to identify LGBTQ+ health content within nursing and midwifery pre-registration programmes and identify education best practice and innovation. A mixed-methods study involving a quantitative and qualitative design was undertaken. The qualitative findings from a nursing perspective were extracted from the dataset for further detailed analysis and are reported in this paper. Information about the study and an online survey were distributed to 135 Schools of Nursing and Midwifery in the UK and Ireland. Individual semi-structured online interviews took place with academics. Qualitative data from 29 survey responses and 12 follow-up interviews were thematically analysed. Eight of the 12 follow-up interviews were held with nursing academics and following data analysis three themes emerged: (i) LGBTQ+ health across the lifespan; (ii) taking the initiative for LGBTQ+ health inclusion; and (iii) identifying and overcoming challenges. The findings highlight the endeavours by nursing academics to integrate LGBTQ+ health within pre-registration programmes to meet the education needs of students and the opportunity to develop curriculum content to address the needs and concerns of LGBTQ+ people across the lifespan.

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Sepah, Yasir, Lubna Samad, Arshad Altaf, Nithya Rajagopalan, and Aamir Javed Khan. "Aspiration in injections: should we continue or abandon the practice?" F1000Research 3 (July 10, 2014): 157. http://dx.doi.org/10.12688/f1000research.1113.1.

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Aspiration during any kind of injection is meant to ensure that the needle tip is at the desired location during this blind procedure. While aspiration appears to be a simple procedure, it has generated a lot of controversy concerning the perceived benefits and indications. Advocates and opponents of aspiration both make logically sound claims. However, due to scarcity of available data, there is no evidence that this procedure is truly beneficial or unwarranted. Keeping in view the huge number of injections given worldwide, it is important that we draw attention to key questions regarding aspiration that, up till now, remain unanswered. In this review, we have attempted to gather and present literature on aspiration both from published and non-published sources in order to provide not only an exhaustive review of the subject, but also a starting point for further studies on more specific areas requiring clarification. A literature review was conducted using the US National Institute of Health’s PubMed service (including Medline), Google Scholar and Scopus. Guidelines provided by the World Health Organization, Safe Injection Global Network, International Council of Nursing, Center for Disease Control, US Federal Drug Agency, UK National Health Services, British Medical Association, Europe Nursing and Midwifery Council, Public Health Agency Canada, Pakistan Medical Association and International Organization of Standardization recommendations 7886 parts 1-4 for sterile hypodermics were reviewed for relevant information. In addition, curricula of several medical/-nursing schools from India, Nigeria and Pakistan, the US pharmacopeia Data from the WHO Program for International Drug Monitoring network in regard to adverse events as a result of not aspirating prior to injection delivery were reviewed. Curricula of selected major medical/nursing schools in India, Nigeria and Pakistan, national therapeutic formularies, product inserts of most commonly used drugs and other possible sources of information regarding aspiration and injections were consulted as well.

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Sepah, Yasir, Lubna Samad, Arshad Altaf, Muhammad Sohail Halim, Nithya Rajagopalan, and Aamir Javed Khan. "Aspiration in injections: should we continue or abandon the practice?" F1000Research 3 (February 1, 2017): 157. http://dx.doi.org/10.12688/f1000research.1113.2.

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Aspiration during any kind of injection is meant to ensure that the needle tip is at the desired location during this blind procedure. While aspiration appears to be a simple procedure, it has generated a lot of controversy concerning the perceived benefits and indications. Advocates and opponents of aspiration both make logically sound claims. However, due to scarcity of available data, there is no evidence that this procedure is truly beneficial or unwarranted. Keeping in view the huge number of injections given worldwide, it is important that we draw attention to key questions regarding aspiration that, up till now, remain unanswered. In this review, we have attempted to gather and present literature on aspiration both from published and non-published sources in order to provide not only an exhaustive review of the subject, but also a starting point for further studies on more specific areas requiring clarification. A literature review was conducted using the US National Institute of Health’s PubMed service (including Medline), Google Scholar and Scopus. Guidelines provided by the World Health Organization, Safe Injection Global Network, International Council of Nursing, Center for Disease Control, US Federal Drug Agency, UK National Health Services, British Medical Association, Europe Nursing and Midwifery Council, Public Health Agency Canada, Pakistan Medical Association and International Organization of Standardization recommendations 7886 parts 1-4 for sterile hypodermics were reviewed for relevant information. In addition, curricula of several medical/-nursing schools from India, Nigeria and Pakistan, the US pharmacopeia Data from the WHO Program for International Drug Monitoring network in regard to adverse events as a result of not aspirating prior to injection delivery were reviewed. Curricula of selected major medical/nursing schools in India, Nigeria and Pakistan, national therapeutic formularies, product inserts of most commonly used drugs and other possible sources of information regarding aspiration and injections were consulted as well.

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Sepah, Yasir, Lubna Samad, Arshad Altaf, Muhammad Sohail Halim, Nithya Rajagopalan, and Aamir Javed Khan. "Aspiration in injections: should we continue or abandon the practice?" F1000Research 3 (March 1, 2017): 157. http://dx.doi.org/10.12688/f1000research.1113.3.

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Aspiration during any kind of injection is meant to ensure that the needle tip is at the desired location during this blind procedure. While aspiration appears to be a simple procedure, it has generated a lot of controversy concerning the perceived benefits and indications. Advocates and opponents of aspiration both make logically sound claims. However, due to scarcity of available data, there is no evidence that this procedure is truly beneficial or unwarranted. Keeping in view the huge number of injections given worldwide, it is important that we draw attention to key questions regarding aspiration that, up till now, remain unanswered. In this review, we have attempted to gather and present literature on aspiration both from published and non-published sources in order to provide not only an exhaustive review of the subject, but also a starting point for further studies on more specific areas requiring clarification. A literature review was conducted using the US National Institute of Health’s PubMed service (including Medline), Google Scholar and Scopus. Guidelines provided by the World Health Organization, Safe Injection Global Network, International Council of Nursing, Center for Disease Control, US Federal Drug Agency, UK National Health Services, British Medical Association, Europe Nursing and Midwifery Council, Public Health Agency Canada, Pakistan Medical Association and International Organization of Standardization recommendations 7886 parts 1-4 for sterile hypodermics were reviewed for relevant information. In addition, curricula of several medical/nursing schools from India, Nigeria and Pakistan, the US pharmacopeia Data from the WHO Program for International Drug Monitoring network in regard to adverse events as a result of not aspirating prior to injection delivery were reviewed. Curricula of selected major medical/nursing schools in India, Nigeria and Pakistan, national therapeutic formularies, product inserts of most commonly used drugs and other possible sources of information regarding aspiration and injections were consulted as well.

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Schaffer, Marjorie A., Linda J. W. Anderson, and Shannon Rising. "Public Health Interventions for School Nursing Practice." Journal of School Nursing 32, no. 3 (September 24, 2015): 195–208. http://dx.doi.org/10.1177/1059840515605361.

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Wold, Susan J., and Nancy V. Dagg. "School Nursing: A Framework for Practice." Journal of School Health 71, no. 8 (October 2001): 401–4. http://dx.doi.org/10.1111/j.1746-1561.2001.tb03533.x.

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NM, &NA;. "Manual of School Health." MCN, The American Journal of Maternal/Child Nursing 12, no. 5 (September 1987): 316–48. http://dx.doi.org/10.1097/00005721-198709000-00013.

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Winland, Julie, and Amy Shannon. "School Staff’s Satisfaction With School Health Services." Journal of School Nursing 20, no. 2 (April 2004): 101–6. http://dx.doi.org/10.1177/10598405040200020801.

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The School Nurse Impact Committee of the Columbus Public Schools in Columbus, Ohio, initiated a survey to determine staff satisfaction with the delivery of health services. School nurses need the cooperation and support of the staff to successfully deliver school health services, therefore, the staff’s satisfaction with school health services is crucial to the school nurses’ ability to fulfill their role. The objectives of the survey were to (a) determine staff satisfaction with school nurse interventions, (b) determine staff satisfaction with the effectiveness of interventions, (c) identify areas of health service delivery which may need improvement, and (d) determine areas of school health services where school nurses may need to more effectively communicate their involvement. Critical elements of school nurse practice included staff health, safety and environment, classroom education, medication, school system collaboration, and program management. Several key issues were identified through the survey. School system collaboration issues need more school nurse involvement. School nurses also need to improve their visibility regarding school system collaboration, and in classroom and individual pupil education. Traditional school nurse functions were adequately covered. Results indicate that staff would be more satisfied if they had more nursing support in the classroom and more nurse time in their building.

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Hootman, Janis. "The Importance of Research to School Nurses and School Nursing Practice." Journal of School Nursing 18, no. 1 (February 2002): 18–24. http://dx.doi.org/10.1177/10598405020180010501.

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Historically, school nursing has not documented sufficiently the health issues in schools, nor has it prioritized these issues for school nursing interventions or evaluated the effectiveness of nursing interventions. The National Association of School Nurses (NASN) is strongly committed to the advancement of children’s health. Thus, NASN is developing an infrastructure to support research that articulates the health conditions affecting children’s school success and the contributions of school nursing to children’s health and academic success. In 1999, NASN participated with the National Center for School Health and the National Nursing Coalition for School Health at a Research Summit to set a school nursing research agenda. Needs and issues were identified for future research activities. The primary outcome was the identification that school nurses must practice the standards of care pertaining to research. These standards specify that clinicians be informed about, supportive of, and participate in the conduct and use of research.

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Kolar, Kathryn. "Book Review: School Health Policy & Practice." Journal of School Nursing 21, no. 1 (February 2005): 59. http://dx.doi.org/10.1177/10598405050210011101.

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Anderson, Linda J. W., Marjorie A. Schaffer, Cynthia Hiltz, Stacie A. O’Leary, Ruth Ellen Luehr, and Erika L. Yoney. "Public Health Interventions: School Nurse Practice Stories." Journal of School Nursing 34, no. 3 (July 27, 2017): 192–202. http://dx.doi.org/10.1177/1059840517721951.

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This study describes and analyzes school nurses’ (SN) experiences with understanding and using public health interventions from the Public Health Intervention Wheel. The Wheel offers a model for naming interventions provided by SNs from a public health perspective. Research teams from academic and SN practice settings conducted six focus groups with school nurses from Minnesota. Participants were asked to share experiences through telling stories from their practice that represented a specific wedge of the Wheel. Researchers organized data by intervention; often stories represented more than one intervention. Stories represented all levels of practice. This study highlights important contributions of school nurses to promote the health of school populations through the use of Wheel interventions. The integration of Wheel interventions in the application of the Framework for 21st-Century School Nursing Practice™ provides SNs with a language to document and communicate their expert professional practice.

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Oda, Dorothy S. "Is School Nursing Really the “Invisible Practice?”." Journal of School Health 62, no. 3 (March 1992): 112–13. http://dx.doi.org/10.1111/j.1746-1561.1992.tb06032.x.

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Sheetz, Anne H. "Why Is a School Health (Wellness) Advisory Council Important for School Nursing Practice?" NASN School Nurse 26, no. 5 (September 2011): 280–82. http://dx.doi.org/10.1177/1942602x11413290.

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McCARTNEY, PATRICIA R. "School Nurses Network About Child Health." MCN, The American Journal of Maternal/Child Nursing 24, no. 3 (May 1999): 156. http://dx.doi.org/10.1097/00005721-199905000-00010.

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Adams, Susan, and Ann Marie McCarthy. "Evidence-Based Practice Guidelines and School Nursing." Journal of School Nursing 23, no. 3 (June 2007): 128–36. http://dx.doi.org/10.1177/10598405070230030201.

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The use of evidence-based practice (EBP) has become the standard of health care practice. Nurses are expected to use best evidence on a wide range of topics, yet most nurses have limited time, resources, and/or skills to access and evaluate the quality of research and evidence needed to practice evidence-based nursing. EBP guidelines allow nurses and other health care workers to have research information collected, analyzed, and condensed into specific practice recommendations by experts. This article defines EBP guidelines and discusses the process of guideline development, including identification of topics, systematic literature searches, and evaluation and rating of research. Criteria for determining the quality of existing guidelines are reviewed. The steps needed to develop EBP guidelines specifically for school nursing are discussed.

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Newell, Susan, Sumner L. Schoenike, and Elaine A. Lisko. "Quality Assurance in School Health." Journal of School Nursing 19, no. 3 (June 2003): 157–62. http://dx.doi.org/10.1177/10598405030190030601.

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School nurses need to become more influential administrators, managers, and entrepreneurs. They must learn to lead and collaborate effectively in designing, implementing, and evaluating coordinated school health programs. Quality assurance is an essential ingredient in this process that requires accurate, timely, and confidential incident reporting and data analysis structures. These structures, in turn, can serve as the foundation of evidence-based practice and overall system improvement. School nurses can and should assume a key role in the process and thereby continue to meet the challenges of the more sophisticated school health services that today’s student population requires. In this way, school nurses will continue to protect and advance the health and safety of the students who are entrusted to their care.

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Slomek, Zdeněk, and Vladimír Ira. "Advisory services in school practice." Kontakt 8, no. 2 (December 15, 2006): 335–39. http://dx.doi.org/10.32725/kont.2006.053.

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Bergren, Martha Dewey, and Mary Ann Fahrenkrug. "Development of a Nursing Data Set for School Nursing." Journal of School Nursing 19, no. 4 (August 2003): 238–48. http://dx.doi.org/10.1177/10598405030190041001.

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School nurses need to clearly identify how they promote the health and educational achievement of children. School nurses contribute to student health by providing health assessment and nursing interventions, advocating for healthy living, and contributing to prevention of illness and disease management. A Nursing Data Set for School Nursing can identify those data elements that are needed to prove that school nurses have a positive effect on children, families, and the community. The purpose of this project was to develop a Nursing Data Set for School Nursing that would describe and validate school nursing practice. Building on the Nursing Minimum Data Set developed by Werley, Devine, and Zorn, a Nursing Data Set for School Nursing was developed with guidance from experts in the field of school nursing. A Nursing Data Set for School Nursing has the potential to assist school nurses in documentation and validation of their nursing practice. It can validate the complexity of the role of the school nurse, the resources needed, and the effect school nurses have on improving the health and educational outcomes of students.

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Selekman, Janice, and Patricia Guilday. "Identification of Desired Outcomes for School Nursing Practice." Journal of School Nursing 19, no. 6 (December 2003): 344–50. http://dx.doi.org/10.1177/10598405030190060701.

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The Scope and Standards of Professional School Nursing Practice states that school nurses should evaluate the quality and effectiveness of their practice. School nurses have not yet identified and adopted outcomes by which this effectiveness can be measured. This study used focus groups during a national meeting of school nurse leaders to identify the desired outcomes that could be used to measure the efficacy of school nursing practice. Ten desired outcome themes were identified with numerous specific indicators as possible ways to measure the desired outcome in each theme. The student-, school-, and nurse-focused outcome themes were as follows: (a) increased student seat time, (b) receipt of first aid and acute care measures, (c) receipt of competent health-related interventions or skills, (d) meeting of the comprehensive needs of children with chronic conditions, (e) enhanced school health via wellness promotion and disease prevention measures, (f) referrals, (g) safe environment, (h) enhanced school health via community outreach, (i) cost-effective school nurse services, and (j) student, parent, and staff satisfaction. The school nurse participants were supportive of having potential outcomes identified and unanimously endorsed the findings at the conclusion of the study. They have provided a comprehensive framework from which evaluation tools can be developed to measure the efficacy of school nursing.

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Haas, Marykay, and Cyndy Schuster. "Enhance Your School Nursing Practice: Join A Study Group." Journal of School Health 56, no. 10 (December 1986): 455–56. http://dx.doi.org/10.1111/j.1746-1561.1986.tb05697.x.

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Maughan, Erin D., and Martha Dewey Bergren. "Future of Nursing 2030: The Future Is Bright for School Nursing." NASN School Nurse 36, no. 5 (July 29, 2021): 248–51. http://dx.doi.org/10.1177/1942602x211034915.

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The National Academies of Sciences, Engineering, and Medicine recently released The Future of Nursing 2020-2030: Charting a path to achieve health equity. The 2021 report emphasized the role of nursing in addressing social determinants of health and inequities, as well as the need for nurses at all levels to work to their full scope of practice. The report harmonizes with the scope of practice outlined in the National Association of School Nurses’ Framework for 21st Century School Nursing Practice. This article outlines how frontline school nurses, state affiliates, and school nurse leaders will adopt the recommendations in their practice and in the schools and communities they serve.

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Wolfe, Linda C., Erin D. Maughan, and Martha Dewey Bergren. "Introducing the 3S (Student–School Nurse–School Community) Model." NASN School Nurse 34, no. 1 (November 28, 2018): 30–34. http://dx.doi.org/10.1177/1942602x18814233.

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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.

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Battin, Barbara, Jeannette J. Battaglin, and Sylvia Byrd. "Excellence in School Nursing Workshop: Florida’s Experience in Standardizing School Nursing Orientation and Education." Journal of School Nursing 17, no. 5 (October 2001): 246–52. http://dx.doi.org/10.1177/10598405010170050301.

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Specialty preparation is needed for safe, effective school nursing practice. The Excellence in School Nursing workshop was envisioned as a means to provide a statewide orientation and education program for school nurses in Florida. As a result of a needs assessment, the Florida Departments of Health and Education formed a curriculum development committee to address the educational needs of school nurses. A 3.5-day workshop was designed for school health nursing supervisors and school nurses employed by county health departments, school districts, and community agencies. The workshop was piloted and, based on evaluations and feedback, was revised and replicated nine times throughout the state. The workshop has proved to be an effective method of providing statewide orientation and education for school nurses. The purpose of this article is to describe the workshop curriculum, planning, implementation, and evaluation. Recommendations for adaptation and replication in other states are included.

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Baker, Mark. "Finding a safe way: a grounded theory of male nurse practice in inpatient rehabilitation." Journal of the Australasian Rehabilitation Nurses' Association 22, no. 1 (April 30, 2019): 28. http://dx.doi.org/10.33235/jarna.22.1.28.

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This research was conducted for the award of Doctor of Philosophy at the Susan Wakil School of Nursing and Midwifery, University of Sydney, under the supervision of Clinical Associate Professor Julie Pryor and Associate Professor Murray Fisher.

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Hiscocks, Claire, and Dwynwen Spargo. "Mental health and emotional wellbeing education in school nursing practice." British Journal of Child Health 3, no. 1 (February 2, 2022): 23–28. http://dx.doi.org/10.12968/chhe.2022.3.1.23.

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The emotional health and wellbeing (EHWB) of children and young people (C&YP) are of particular significance to specialist community public health nurses (SCPHN) in the field of school nursing practice as they are key contributors to the health and development of children. This paper will discuss the findings of a strategy critique and a small literature review, aimed at determining if school-based mental health promotion positively influences C&YP's EHWB and how this can affect school nursing practice in Wales.

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DeSocio, Janiece, and Janis Hootman. "Children’s Mental Health and School Success." Journal of School Nursing 20, no. 4 (August 2004): 189–96. http://dx.doi.org/10.1177/10598405040200040201.

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An integrative review of literature was undertaken to examine the impact of children’s mental health on their school success. The literature confirmed a confluence of problems associated with school performance and child and adolescent mental health. Poor academic functioning and inconsistent school attendance were identified as early signs of emerging or existing mental health problems during childhood and adolescence. Among the goals of school nursing is to provide a process for identification and resolution of students’ health needs as they affect educational achievement. Thus, it is within the scope of practice and goals of school nursing to also address children’s mental health needs, as they affect school performance. This review of literature supports the conclusion that school nursing is well positioned to respond to the need for mental health promotion, illness prevention, and early intervention related to children’s mental health.

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Costante, Carol C. "School Health Nursing: Framework for the Future Part II." Journal of School Nursing 17, no. 2 (April 2001): 64–72. http://dx.doi.org/10.1177/105984050101700202.

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The relative prestige that school health nursing currently enjoys provides a positive climate in which to advance this nursing specialty. To fully capture this advantage, the profession and its practitioners need to address some practice issues while reinforcing its community-based influence on the health and educational success of America’s school-age children. Part I of this series addressed the societal environment in which school nursing finds itself, the factors that support school health nursing programs, and the need to develop new and expanded partnerships. Part II speaks to the professional, practice, and management issues facing school nurses and offers strategies for creating a solid framework in the 21st century.

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Shim, Chung-Sin, and Mi-Jung Choi. "A Qualitative Case Study on School Health Practice of Pre-service School Health Teachers in Nursing College." Joural of the Korea Entertainment Industry Association 7, no. 4 (December 31, 2013): 107. http://dx.doi.org/10.21184/jkeia.2013.12.7.4.107.

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Kwon, Myung Soon, Suhee Kim, and Jeong Soon Yu. "Effects of community health nursing in-school practice education on self-directed learning, core nursing competency, and infection control awareness of nursing school students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 17–28. http://dx.doi.org/10.22251/jlcci.2022.22.19.17.

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Objectives This study was to investigate effects of community health nursing in-school practice education on self-directed learning, core nursing competency, and infection control awareness of nursing school students. Methods This study was conducted a pre and post quasi experimental study for single-group with 109 students in the 4th grade of Nursing school at H University, located in G province. The in-school practice training lasted 90 hours for two weeks, in parallel with online and offline learnings such as online lectures, home visits, self-learning, face-to-face simulation practice, and core skill evaluation. Data were collected by online questionnaires, and data analysis was performed with the SPSS win 25.0 program and the corresponding sample T-test. Results It was found that the in-school practice education in community health nursing improved the self-directed learning(t=6.22, p=.000) and core nursing competency(t=6.89, p=.000) of nursing students. On the other hand, there was no significant difference in the infection control awareness(t=1.89, p=.062), but there was significant increase of the awareness of the hand hygiene(t=2.44, p=.016) and linen(t=2.69, p=.008) which were listed in the sub-category. Conclusions This study confirmed the positive effects of the in-school practice that integrates the online-learning and face-to-face simulation for community health nursing science while field clinical practice is limited due to the COVID-19 pandemic. In the future, it is necessary to develop more programs that include various contents embracing field practice and in-school practice adjusted with the characteristics of the local community and to study effective teaching methods.

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Endsley, Patricia. "School Nurse Workload." Journal of School Nursing 33, no. 1 (December 8, 2016): 43–52. http://dx.doi.org/10.1177/1059840516681423.

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The purpose of this scoping review was to survey the most recent (5 years) acute care, community health, and mental health nursing workload literature to understand themes and research avenues that may be applicable to school nursing workload research. The search for empirical and nonempirical literature was conducted using search engines such as Google Scholar, PubMed, CINAHL, and Medline. Twenty-nine empirical studies and nine nonempirical articles were selected for inclusion. Themes that emerged consistent with school nurse practice include patient classification systems, environmental factors, assistive personnel, missed nursing care, and nurse satisfaction. School nursing is a public health discipline and population studies are an inherent research priority but may overlook workload variables at the clinical level. School nurses need a consistent method of population assessment, as well as evaluation of appropriate use of assistive personnel and school environment factors. Assessment of tasks not directly related to student care and professional development must also be considered in total workload.

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Shannon, Robin Adair, and Erin D. Maughan. "A Model for Developing Evidence-Based Clinical Practice Guidelines for School Nursing." Journal of School Nursing 36, no. 6 (October 16, 2019): 415–22. http://dx.doi.org/10.1177/1059840519880938.

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School nurses need evidence-based clinical practice guidelines (CPGs) to provide quality care for students with special health-care needs. However, a gap analysis revealed a paucity of rigorous school nursing CPGs. To fill this gap, a Model for Developing Evidence-based Clinical Practice Guidelines for School Nursing (School Nursing CPG Model) was designed under the auspices of the National Association of School Nurses to offer school nurse scholars, school health leaders, and pediatric clinical experts a standardized structure and systematic process to create rigorous evidence-based CPGs. The aim is to employ the School Nursing CPG Model to build a repository of CPGs that are projected to improve the quality of school nursing practice, thereby improving health and educational outcomes for students with special health-care needs. The School Nursing CPG Model is anticipated to apply to CPG development for other nursing specialties.

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Broussard, Lisa. "Empowerment in School Nursing Practice: A Grounded Theory Approach." Journal of School Nursing 23, no. 6 (December 2007): 322–28. http://dx.doi.org/10.1177/10598405070230060401.

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Professional empowerment is vital to nurses’ productivity and job satisfaction. A grounded theory study was conducted to describe the basic social process experienced by school nurses in relation to professional empowerment. Interviews with 10 school nurses led to the development of a situation-specific theory of school nurse empowerment, Making a Difference: The Role of the School Nurse in the Health of Children in Schools. This theory was derived from four theoretical constructs: (a) enlisting support, (b) getting through the day, (c) maintaining control over practice, and (d) adjusting to challenges. Interviews revealed that knowing at the end of each school day that they made a difference in the health of children resulted in feelings of empowerment. Participants cited various areas in which their sense of empowerment was limited, including salaries and workload. Despite these issues, they believed they had a positive impact on the health of children, leading to job satisfaction and feelings of value.

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Felton, Gwen M., and Mary Ann Parsons. "Improving School Nursing Practice in South Carolina Through Continuing Education." Journal of School Health 63, no. 5 (May 1993): 207–9. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06120.x.

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Bohnenkamp, Jill Haak, Sharon A. Hoover, Elizabeth Halsted Connors, Lawrence Wissow, Nichole Bobo, and Donna Mazyck. "The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools." Journal of School Nursing 35, no. 6 (July 22, 2018): 422–33. http://dx.doi.org/10.1177/1059840518785437.

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School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.

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Betz, Cecily L. "Incorporating Academic and Health-Related School Needs into Pediatric Nursing Practice." Journal of Pediatric Nursing 45 (March 2019): A7—A8. http://dx.doi.org/10.1016/j.pedn.2019.02.026.

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Journal articles on the topic 'School: School of Nursing, Midwifery, and Health Practice'

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