Town & Gown.

Innovative approaches for building "town and gown" relationships between practicing school nurses, community partners, and universities/colleges are presented through exemplars relating to research, education, policy, and practice. The exemplars demonstrate the critical factors of successful partnerships as validated by their outcomes.

A comparison of family adversity and family dysfunction in families of children with attention deficit hyperactivity disorder (ADHD) and families of children without ADHD.

Purpose: This study examined the presence of family adversity and family dysfunction in 32 families who had children diagnosed with attention deficit hyperactivity disorder (ADHD) compared with 23 families with similar sociodemographic characteristics whose children did not have ADHD.

Design And Methods: A descriptive comparative design was used to investigate family adversity and family dysfunction.

Results: Families of children with ADHD had significantly higher levels of family dysfunction than families whose children did not have ADHD.

Delegation of Glucagon(r) in the school setting: a comparison of state legislation.

Delegation of nursing procedures and medication in school is fraught with legal and ethical concerns for the school nurse. Because nurses may be responsible for coordinating care for several school buildings, delegation of nursing care and medication administration has occurred out of necessity. Nurse Practice Acts in some states, but not all, allow for delegation of medication to unlicensed assistive personnel.

Understanding and identifying the child at risk for auditory processing disorders: a case method approach in examining the interdisciplinary role of the school nurse.

Despite receiving increased professional and public awareness since the initial American Speech Language Hearing Association (ASHA) statement defining Auditory Processing Disorders (APDs) in 1993 and the subsequent ASHA statement (2005), many misconceptions remain regarding APDs in school-age children among health and academic professionals. While many disorders account for why a child has difficulty understanding auditory content, this article will provide an overview of the history of APDs, current clinical presentations, distinguish between the common and often coexisting disorders seen in school-age children, and discuss how an audiological evaluation is used to detect the presence of APDs. Using a case method approach, a clinical case scenario describing the elusive nature of APDs, the importance of comprehensive audiological testing, and the interdisciplinary role of health professionals, with emphasis on the distinct role of the school nurse will be highlighted.