School Nursing for the 21st Century: Assessing Scope of Practice in the Current Workforce

Autor/inn/en	Davis, Diane; Maughan, Erin D.; White, Krista A.; Slota, Margaret
Titel	School Nursing for the 21st Century: Assessing Scope of Practice in the Current Workforce
Quelle	In: Journal of School Nursing, 37 (2021) 5, S.374-386 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Diane) ORCID (Maughan, Erin D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840519880605
Schlagwörter	School Nurses; School Health Services; Improvement; Public Health; Coordination; Standards; Barriers; Leadership; Differences; Regional Characteristics; United States + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Qualitätssteigerung; Gesundheitswesen; Koordination; Standard; Führung; Führungsposition; Unterscheiden; Regionaler Faktor; USA
Abstract	A gap analysis was used to examine the scope of school nursing practice in the United States. An investigator-developed 39-item self-assessment survey of scope of school nursing practice was modified from an existing validated tool, organized around the five principles of the National Association of School Nurses' Framework: Standards of Practice, Quality Improvement, Care Coordination, Community/Public Health, and Leadership and also explored barriers to practice. The survey was sent to a national convenience sample of practicing school nurses. The survey was completed by 3,108 practicing school nurses. Gaps were identified for all principles and were greatest for Quality Improvement and Community/Public Health practice. All practice items were rated more important than the ability to practice that item (p < 0.001). Self-identified barriers including workload, school/district expectations, and state regulations accounted for significant variances in practice across four of five principles (p < 0.05, p < 0.001). Recommendations include support for population-focused evidence-based school nursing practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01