A Survey of School Nurse Emergency Preparedness 2014-2015

Autor/inn/en	Ugalde, Margaret R.; Guffey, Danielle; Minard, Charles G.; Giardino, Angelo P.; Johnson, Gwendolyn A.
Titel	A Survey of School Nurse Emergency Preparedness 2014-2015
Quelle	In: Journal of School Nursing, 34 (2018) 5, S.398-408 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840517704702
Schlagwörter	School Nurses; Emergency Programs; Readiness; Crisis Intervention; Diseases; Injuries; Seizures; Mental Disorders; Pain; Self Efficacy; Texas + Suchen Sie Ihr Suchwort? Hilfsprogramm; Krisenintervention; Disease; Krankheit; Anfallsleiden; Mental illness; Geisteskrankheit; Schmerz; Self-efficacy; Selbstwirksamkeit
Abstract	Well-prepared school nurses are more likely to handle emergencies properly. Thus, assessing crisis management preparedness is important. In August 2014, a questionnaire was sent to 275 nurses in a large Texas school system to collect data about nurse and school characteristics, emergency frequency and management, and equipment availability. Completed surveys (201, 73%) were analyzed. Fisher's exact test was used to evaluate comparisons among nurses' confidence levels, school characteristics, emergencies, and medical emergency response plans (MERP). Logistic regression was used to estimate associations between characteristics and nurses reporting less confidence. Most respondents were experienced nurses. Shortness of breath was the most common event faced. Odds of less confidence were significantly higher among nurses with <5 years' experience, working at elementary schools, schools without a MERP or where it was not practiced, or caring for <10 schoolchildren weekly. Overall, recommended emergency management guidelines were met. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01