Practicing With a Mindset: A Closer Look at the Principle of Leadership.

This article is the third in a series highlighting the practice principles of the updated . Each article in this series provides an in-depth look at a principle of the , including how school nurses can apply the principle to their day-to-day practice through a Mindset. This article explores Leadership as a practice principle, demonstrates school nursing Leadership in current practice, and details components of Leadership through a case study.

Introducing NASN's School Nursing Evidence-Based Clinical Practice Guideline: Allergy and Anaphylaxis CPG and Implementation Toolkit.

Clinical Practice Guidelines (CPGs) are statements informed by a systematic review of research/evidence and provide recommendations for clinical practice to improve healthcare quality and patient outcomes. The National Association of School Nurses (NASN) released School Nursing Evidence-Based Clinical Practice Guideline: Students with Allergies and Risk for Anaphylaxis, in 2023, to provide evidence-based recommendations specific to school nursing practice and support the role of the school nurse in providing high-quality care for school-age children with allergies and risk for anaphylaxis. This article will provide an overview of the CPG and Implementation Toolkit.

Practicing With a Mindset: A Closer Look at the Principle of Care Coordination.

This is the second in a series of articles highlighting the practice principles of the refreshed School Nursing Practice Framework™. The focus of each article is to provide an in-depth look at each of the principles and emphasize how school nurses can apply them to their daily practice through a Framework Mindset. This article will explore Care Coordination as a practice principle, reflect on how it relates to current practice, and identify examples that illustrate care coordination.

State of the Data Summary: National School Health Data Set: 2023-2024 School Year.

The National School Health Data Set: Every Student Counts! () 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.

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.

Notes From the Field: Diverse Partner Perspectives Improve the Usability and Equity Focus of Implementation Guides.

Context: School-based asthma programs (SBAPs) have improved health and educational disparities among youth with asthma.

Design: To support scaling out effective SBAPs, our school partners identified a need for online implementation guides that are "always available," to meet the needs of school nurses' demanding schedules. School nurses play a key role in the adoption and implementation of SBAPs, so it is important to ensure the implementation guide would be highly usable and acceptable to them.

Advocacy in Action: NASN's 2024 Advocacy and Legislative Priorities.

All nurses have a responsibility to advocate. Advocacy is the eighth school nurse standard and can be actualized in many ways. NASN has established advocacy priorities to provide members with strategic advocacy objectives to advance their school nursing practice.

Public School Nurses in the United States: National School Nurse Workforce Study 2.0.

The National School Nurse Workforce Study 2.0 describes the demographic characteristics and distribution patterns, school nursing models and activities, and practice environment among self-reported public school nurses in the United States. A random sample of U.

Reported Impact of COVID-19 Workload and Stressors on School Nurses' Provision of Care During the 2021-2022 School Year: A Secondary Analysis of U.S. School Nurse Survey Data.

Many school nurses experienced increased work burden and stress during the COVID-19 pandemic. This analysis examined data from a Centers for Disease Control and Prevention cross-sectional, nationwide survey of school nurses in March 2022 to examine associations between school nurses' ability to conduct their core responsibilities and selected nurse and school factors among school nurses during the 2021-2022 school year and COVID-19 pandemic. Perceived adequate staffing and financial compensation reduced the odds of reported difficulties across all core school nursing tasks.

A Contemporary Framework Update for Today's School Nursing Landscape: Introducing the School Nursing Practice Framework™.

School nursing is a unique nursing specialty that benefits from a practice framework that aids school nurses in explaining and accomplishing their role. In 2016, the NASN debuted its Framework for 21st Century School Nursing Practice™, which has shaped school nursing practice as well as education, leadership, research, and collaboration with stakeholders. However, practice frameworks are not meant to remain the same indefinitely.

Data Submission: HOW the Power of One Creates the Power of Many.

This article is the third and final article in a series exploring the , , and of data collection and data utilization. The final step, the of data submission, provides discussion and guidance in contributing your data to the collective voice, including submitting data from the school, district, state, and national levels. Submitting individual school nursing data enriches the bigger story and increases the awareness and meaningfulness of school health data, the role of the school nurse as an integral member of the school community, and the connections of student health and academic outcomes.

School Nurses' Experiences of Organizational Support During the COVID-19 Pandemic.

School nurses encountered many workplace struggles while providing care during the COVID-19 pandemic. Several struggles involved organizational support, including having sufficient time, resources, compensation, and school leadership support. The purpose of this mixed methods study was to explore the experiences of school nurses working during the COVID-19 pandemic as they related to sufficient time to complete COVID-related activities, sufficient COVID-19 resources, compensation, and perceived organizational (school leadership) support.

Data Collection: Time to revisit the WHY, WHAT, and HOW.

This is the first in a series of three articles looking at school health data collection from identification of data points to utilizing data to share your story and submitting your data to contribute to the National School Health Data Set: Every Student Counts! Many school nurses cringe at the mention of data collection. However, everything we do as school nurses is data driven. Every documented assessment, observation, and conversation provides the school nurse with data.

Designing School Health Services to Provide Multi-Tiered Systems of Support (MTSS) for All Students.

A system-level health equity lens is needed to meet the needs of today's students. School nurses stand at the intersection of health and education, poised to improve the health and academic outcomes for all children in collaboration with school health and education colleagues with a focus to reframe "learning and health losses" to "learning and health recovery." The Multi-Tiered System of Support is a familiar approach used in schools to address education equity for students.

Public health nursing workforce and learning needs: A national sample survey analysis.

Objectives: Generate national estimates of the public health nursing workforce's (1) demographic and work characteristics and (2) continuing education learning needs in the United States.

Design: Secondary data analysis of the 2018 National Sample Survey of Registered Nurses.

Sample: Total 7352 of the 50,273 survey respondents were categorized as public health nurses (PHNs), representing an estimated 467,271 national workforce.

Proposed solutions by the American College of Allergy, Asthma, and Immunology and advocacy experts to address racial disparities in atopic dermatitis and food allergy.

Atopic dermatitis (AD) and food allergies are more prevalent and more severe in people with skin of color than White individuals. The American College of Allergy, Asthma, and Immunology (ACAAI) sought to understand the effects of racial disparities among patients with skin of color with AD and food allergies. The ACAAI surveyed its members (N = 200 completed), conducted interviews with health care providers and advocacy leaders, and hosted a roundtable to explore the challenges of diagnosis and management of AD and food allergies in people with skin of color and to discuss potential solutions.

Revisiting the National School Heath Data Set: Every Student Counts!

The National Association of School Nurses (NASN) launched the National School Health Data Set: Every Student Counts! data initiative in 2018. The data set is comprised of four main areas and has an overarching goal of identifying best practices in school health to meet the needs of students and improve health outcomes. Management of the recent pandemic might have interfered with school nurses participating in this initiative.

Gratitude and Gifts for Promotion of School Health Evidence.

The National Association of School Nurses established the Endowment Fund to support evidence for school nursing practice with research grants, special projects, and to support school nurse education with scholarships. This article provides an overview of the use of the NASN Endowment Fund since its origin including the awarding of scholarships and research grants beginning in 2015. The article also highlights the association of NASN research priorities and their connection to evidence-based practice, and recognizes the success of the project continues to rely of the generosity of contributors to the fund.

Teaching Elementary School Students to Be Emergency Responders.

School nurses from the Klein Independent School District in Harris County, Texas, have educated students, some as young as kindergarteners, on cardiopulmonary resuscitation (CPR) and how to recognize and use automatic external defibrillators and provide basic first aid. Through a collaboration with community partners and CPR-certified high school students, these school nurses are empowering the next generation with lifesaving skills.

The Impact of Distress, Personal Meaning & Training on the Delivery of Support to Grieving Students by School Nurses.

Supporting grieving students is part of a school nurse's role which can provide meaning or special purpose in their career. This was verified by an online survey completed by 648 school nurse members of the National Association of School Nurses (NASN). A majority of respondents felt personal distress as a result of their work with grieving students which was predicted by a lack of access to work/community resources available and a lower level of educational background of the school nurse.

Future of Nursing 2030: The Future Is Bright for School Nursing.

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.

Relationship Between Perceived Supervisor Support and Workplace Bullying in School Nurses in Virginia.

Workplace bullying among school nurses is a significant problem with supervisors either contributing to or preventing such behavior. This study aimed to determine if support from nursing and school supervisors is associated with workplace bullying among Virginia school nurses. In this analysis of a cross-sectional survey, responses from 159 school nurses with two supervisors to the Survey of Perceived Supervisor Support and Short-Negative Acts Questionnaire were examined.