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Virtual NASN2021 Plus

National Association of School Nurses | PLUS Courses

PLUS COURSES


Daddy Hurt My Neck & Then I Talked Like a Duck; Recognizing Strangulation in Children

This presentation will review the unique challenges faced by healthcare and social services professionals when evaluating the occurrence of strangulation in the pediatric population. We will discuss differences in anatomy, mechanism of injury as well as signs and symptoms that can be present in a child or adolescent who may have been strangled. A case study that reviews outcomes of multiple episodes of strangulation in a child will be analyzed and current, clinical tools and resources for evaluation and documentation will be identified for use in patients who have been acutely or non-acutely strangled.

Speakers: Valerie Sievers & Diana Faugo

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Writing Individual Health Plans to Support Students with IEPs or 504 Plans

Students who require special health services are also often entitled for special education (IEP) or Section 504 accommodations. This session will incorporate the school nurse's role in evaluation and eligibility determination with construction of the IHP. Required components of the IHP will be taught through the use of case studies and examples. NASN resources to support IHP development will be features.

Speaker: MaryAnn Tapper Strawhacker

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Something Old, Something New: A Guide to the Mystery of Acute Flaccid Myelitis (AFM)

Acute flaccid myelitis (AFM) is a rare but serious polio-like illness characterized by rapid-onset flaccid weakness and paralysis. AFM has been gaining global attention since its first large outbreak in 2014. Since then, AFM has peaked every 2 years, late summer to fall, with researchers anticipating the next wave in 2020. Without a clear understanding of what causes or triggers AFM, healthcare providers are struggling to recommend specific action to prevent AFM and to establish treatment guidelines.

School health plays an important role in the early awareness and advocacy of AFM. School nurses should be vigilant for possible cases by identifying AFM symptoms and advocating to rule out the diagnosis. Gathering a history of any recent respiratory or GI illness, regardless of fever, will be helpful when referring for further assessment. Most children experienced a respiratory illness or fever consistent with a viral infection before developing arm or leg weakness.

This session will provide the education and resources to enable the school community to increase the identification of early symptoms. This session will also prepare the school nurse to lead the transition of a student diagnosed with AFM back into the school setting. Perspectives from parents as well as multidisciplinary team members will offer insight into the multiple phases of AFM. While the outcome for children diagnosed with AFM is uncertain, a multidisciplinary team that includes the school nurse is essential to the support the child and family will require.

Speakers: Megan Roesler & Barbara Obst

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The Role of the School Nurse in Increasing Instructional Time Using Multi-Tiered Systems of Support

Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model that uses data-based problem-solving to integrate academic, communication, and behavioral instruction and intervention. MTSS supports students in multiple ways by developing individual plans when a higher level of need is determined. MTSS decisions are data-driven and support students that are struggling with social-emotional concerns. MTSS is proactive in its approach. In Health Services, we do not exist on an island. When School Nurses successfully establish a way to connect to these support systems, the results can be impactful to students' long-term success. School Nurses will learn how to set up a quality improvement plan for their Health Office to better meet student needs by using MTSS.

The workshop will use interactive and hands-on approachches for participants to leave with an MTSS plan. Participants will connect their plan to school-wide expectations, routines, and procedures. This helps create consistency for staff and students. Their plan will include specific Health Office expectations ideas and examples they can take back to their schools to utilize and create effective environments with connections to MTSS practices. Our district School Nurses have reduced health offices, increased instructional time, maintained trauma-informed care, and increased student independence with care by implementing MTSS in our Health Offices. The School Nurse's role as a quality improvement advocate as part of NASN's Framework for the 21st Century School Nurse will be referenced as a guiding foundation throughout the workshop.

Speakers: Sara L. Stoner, Julene Lesher, Megan R. Lytle, & Wendy Rau

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Distinguishing the Differences and Delivering Care for COVID-19, Asthma and the Flu at School

Asthma, COVID-19 and influenza have similarities in their symptoms and presentations, and ae high impact health concerns in the school setting. It is vital for the school nurse to be able to discern the differences between them and deliver the appropriate care. We will look at an overview of COVID-19, asthma and ifluenza, and explore how to prevent, assess and care for these conditions. The school community needs to have the school nurse lead the way in creating healthy school environments and we will share tools and resources to assist the school nurse in providing education to students and staff. Setting the stage to create a school community where everyone is prepared for a possible high impact health concern with a focus on prevention is important to keep every student safe and healthy at school.

Speaker: Sally Schoessler

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Advocacy and Action: How School Nurses Can Help LGBTQ Students Thrive

A veteran school nurse and an educator who runs the Human Rights Campaign's Youth Well-Being Project will describe the current crisis faced by LGBTQ youth and action steps which school nurses can take to create inclusive, affirming school communities to improve long-term health and educational outcomes for LGBTQ youth. This presentation will begin with a review of current literature and evidence-based practices, will define methods to provide staff with professional development and build partnerships within your community, and how to evaluate your school's current climate and practices. Next, we will outline specific measures school nurses can take to improve school climate and safety for LGBTQ youth, thereby reducing health disparities which these youth experience disproportionately. Participants will receive a toolkit with resources and an implementation checklist to take back to their schools, to create their own plans for turning 21st-century school nurse advocacy into action.

Speakers: Christine Amidon & Vincent Pompei

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Youth Gaming Addiction: Implications for School Health Nurses

Technology is pervasive in society and reaches across all age groups. The use of technology in youth has risen steadily in the last two decades through access to television, Internet, computers, social media, and gaming in various formats. Due to this increased exposure and access, concerns have developed among mental health and health care providers regarding gaming addiction in youth. The American Psychological Association (APA) mentioned internet gaming disorder in the 2013 publication of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V). While not recognized as a specific diagnosis at the time of publication, there was a call for further research and evaluation of this phenomenon. Research indicates there are negative impacts on academic performance, social development, and self-concept in game addicted youth.

The purpose of this presentation is to provide the school health nurse with information needed to recognize and care for youth at risk for and those experiencing gaming addiction. The school nurse is poised to provide nursing care in the school setting to educate, prevent, and help manage youth with gaming addiction risks and experiences, as part of an interdisciplinary team.

Speakers: Jennifer Leigh Johnson, Philip Matthew Edwards, & Hallie Bartlett

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Associations Between School Nurse, Student, and School Characteristics and Outcomes Among Washington State School Districts

School nurses provide valuable health care access to students for whom social determinants can have a major impact on their health risks and outcomes. However, research that examines and documents the influence of school nursing practice on the health and academic success of students is needed.

The purpose of this study was to describe the school nurse workforce and health conditions in Washington State and to explore associations between school nursing considerations and school nurse-sensitive outcome indicators among Washington State (WA) school districts by creating a merged database of Washington Health Assessment District data and publicly available student/school data. Preliminary findings indicate that for the 1.14 million students in K-12 schools in Washington State, there are approximately 1,134 full-time equivalent nurses with an FTE: student ratio of 1:1000. Districts with higher numbers of Washington Educational Staff Association certified school nurses have lower FTE: student ratios. However, wide variability in this ratio exists across districts, urbanicity, and student characteristics, highlighting the importance of context when considering workforce issues.

Preliminary regression analyses reveal that districts with higher numbers of students who visit the health room and are sent back to class have higher numbers of students who are homeless, are medically complex, female, non-white, not low-income, and importantly, attend schools that have a certified school nurse. School nurse characteristics, student characteristics including health conditions, and school structures are predictive of health room visits, attendance, and immunization completion. Implications for school nursing practice, policy, and research will be discussed.

Speaker: Mayumi A. Willgerodt

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The Impact of School Nurse Access to Medical Records in an Electronic Health Record

This research session will include a presentation of the results from an IRB-approved quasi-experimental pre/post study evaluating school nurse access to a hospital-based electronic health record. The purpose of this research was to determine the impact of school nurse access to protected health information (PHI) in an electronic health record (EHR) on school nurse and clinic nurse satisfaction with care coordination for children in the schools with chronic medical conditions. Information from the data analysis and findings show that school nurses did not feel that they were considered part of the health care team and had multiple barriers to obtaining accurate and timely medical information when trying to coordinate care for children with chronic medical conditions.

Findings suggest a significant improvement for school nurses 6-10 months after initial access to a hospital-based EHR. The areas of improvement were: feeling informed about individual care and treatment, having access to all the health information they need to deliver high-quality nursing care, spending time trying to get necessary medical treatment information, and ease of getting medical treatment information. Hospital-based clinic nurses were also surveyed and reported a decrease in time spent on communication about forms and notes post access for the school nurses. Both school nurses and clinic nurses reported in the post-access surveys increases in feeling like they were part of a coordinated health care team. Students that school nurses accessed information on were more complex. The background, methods, results, school nurse implications, and conclusion will be presented.

Speaker: Christina Baker

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School Nurses Respond to Behavioral Health Emergencies: Findings From a Statewide School Nurse Workforce Survey

BACKGROUND: As members of interdisciplinary teams, school nurses provide supports to students experiencing behavioral health emergencies. We conducted this study to describe the frequency of school nursing involvement in caring for students with behavioral health emergencies in elementary and secondary school settings.

METHODS: We used data from the 2019 New Mexico school nurse workforce survey to describe school nurses' involvement in supporting children and adolescents experiencing behavioral health emergencies. We included all respondents who self-identified as working in a public school in New Mexico (N =320, response rate of 61.9%). We conducted descriptive analyses.

RESULTS: Three-quarters of school nurses (73.5%) reported that they had provided emergency management or activated EMS for a behavioral health emergency during the previous school year. The most commonly reported behavioral health emergencies were suicidality, self-injurious behavior, and depression. Almost 40% (39.1%) of elementary school nurses and three-quarters (75.3%) of secondary school (middle and high school) nurses reported that they had provided emergency management or activated EMS for a student with suicide concerns in the previous school year. Two-thirds (67.5%) of elementary school nurses and over half (58.9%) of secondary school nurses reported that they had responded to a student with child abuse or neglect concerns in the previous year.

CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: In New Mexico, a large proportion of school nurses report providing supports for students experiencing serious behavioral health problems. School nurses are vital members of interdisciplinary school health teams that support child and adolescent health.

Speakers: Mary M. Ramos, Rachel A. Sebastian, & Daniel Shattuck

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