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Abu Khait A, Menger A, Al-Atiyyat N, Hamaideh SH, Al-Modallal H, Rayapureddy H. The Association Between Proneness to Smartphone Addiction and Social Anxiety Among School Students and the Mediating Role of Social Support: A Call to Advance Jordanian Adolescents' Mental Health. J Am Psychiatr Nurses Assoc 2025; 31:183-196. [PMID: 39044424 DOI: 10.1177/10783903241261047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/25/2024]
Abstract
BACKGROUND Social anxiety is an emerging public health issue associated with significant impairment of social functioning during adolescence. Among many determinants of social anxiety, proneness to smartphone addiction may significantly contribute to the development of social anxiety. To cope with the consequential development of social anxiety, adolescent school students may rely on various forms of social support. Particularly in the Middle East, including Jordan, the relationship between proneness to smartphone addiction and adolescent social anxiety is understudied. AIM To examine the mediating role of social support in the relationship between proneness to smartphone addiction and social anxiety in a sample of adolescent school students. METHODS In this cross-sectional study, 432 adolescents were recruited via a random cluster sample from public schools across three provinces in Jordan. The data were collected face-to-face using the Social Anxiety Scale for Adolescents, the Smartphone Addiction Proneness Scale, and the Multidimensional Scale of Perceived Social Support. RESULTS Significantly higher levels of social anxiety were associated with females of lower economic status who reported more gaming hours and higher levels of proneness to smartphone addiction. Familial social support significantly mediated the relationship between proneness to smartphone addiction and social anxiety, controlling for the other covariates in the social anxiety model. CONCLUSIONS Familial social support reduced the impact of proneness to smartphone addiction on social anxiety. Nurses may supplement treatment for reducing social anxiety in adolescents suffering from proneness to smartphone addiction by fostering sources of familial social support.
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Affiliation(s)
- Abdallah Abu Khait
- Abdallah Abu Khait, PhD, RN, PMHCNS, MSN, BSN, Department of Community & Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Austin Menger
- Austin Menger, PhD, MSc, Menger Analytics, New York, NY, USA
| | - Nijmeh Al-Atiyyat
- Nijmeh Al-Atiyyat, PhD, MSN, RN, Department of Adult Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Shaher H Hamaideh
- Shaher H. Hamaideh, PhD, MSN, RN, Department of Community & Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Hanan Al-Modallal
- Hanan Al-Modallal, PhD, MSN, RN, Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
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Flodin N, Lejtzen S, Gunnarsdóttir H. The Perceived Power and Powerlessness in School Health Nurses' Mental Health Promotion Practices: A Synthesis of Qualitative Studies. J Sch Nurs 2025; 41:75-90. [PMID: 38602147 PMCID: PMC11755976 DOI: 10.1177/10598405241241212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024] Open
Abstract
Schools are important arenas for mental health promotion initiatives. School nurses have the opportunity and ability to support and promote students' mental health, but their role and practices have been perceived as somewhat unclear. Therefore, the aim of this study was to explore school nurses' mental health promotion practices. A total of 12 scientific studies were synthesized through a meta-ethnographic approach. The overarching results of the synthesis show that school nurses' mental health promotion practices are largely about balancing and combining the students' needs with different professional perspectives, competencies, and conditions. The school nurses perceived that they had the power to influence their practices through a variety of ways, highlighting the importance of letting the students' needs guide the practices. Yet, at the same time they described feelings of powerlessness because of the different organizational structures that were hindering their mental health promotion practices.
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Affiliation(s)
- Nina Flodin
- Department of Health Sciences, University West, Trollhättan, Sweden
- Lindholmens Tekniska Gymnasium, The Educational Administration, City of Gothenburg, Sweden
| | - Stina Lejtzen
- Department of Health Sciences, University West, Trollhättan, Sweden
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Thomas CS, Nielsen TK, Best NC. A Rapid Review of Mental Health Training Programs for School Nurses. J Sch Nurs 2025; 41:158-171. [PMID: 39262358 PMCID: PMC11755978 DOI: 10.1177/10598405241277798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/13/2024] Open
Abstract
There is an urgent need for improved school-based mental health services to address students' increasing mental health needs. School nurses are often at the frontlines of youth mental health, but report feeling unprepared to manage student needs due to limited training. We conducted a rapid review to identify evidence-based mental health educational interventions for school nurses and evaluate program characteristics. Eleven studies met the inclusion criteria. While the literature evaluating mental health training programs for school nurses is limited, it suggests that training may improve school nurse knowledge, confidence, and preparedness to address student mental health needs and improve the management of student mental health. Additionally, it highlighted the importance of support, resources, and policies that foster mental health promotion. Future research should focus on obtaining a current assessment of school nurse mental health education needs, evaluating existing interventions, and developing more evidence-based mental health training programs for school nurses.
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Affiliation(s)
- Cassidie S. Thomas
- Sue & Bill Gross School of Nursing, The University of California, Irvine, CA, USA
| | - Tiffany K. Nielsen
- Sue & Bill Gross School of Nursing, The University of California, Irvine, CA, USA
| | - Nakia C. Best
- Sue & Bill Gross School of Nursing, The University of California, Irvine, CA, USA
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Johansson Cristvall A, Larsson M, Tell J, Skär L. School Health Services' Use of Information and Communication Technologies in Interorganizational Collaboration Regarding Students With Mental Illness: A Scoping Review. J Sch Nurs 2025; 41:104-113. [PMID: 38594954 PMCID: PMC11755972 DOI: 10.1177/10598405241245029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024] Open
Abstract
School health services (SHSs) and school nurses play a crucial role in identifying and supporting students with mental illness. The integration of information and communication technology (ICT) can facilitate interorganizational collaboration in this context. Due to the limited research in this area, a scoping review was conducted to explore SHSs' use of ICT in interorganization collaboration regarding students with mental illness. Six articles were reviewed, revealing three key themes: "types of ICT employed by SHSs in interorganizational collaboration," "constellation of SHSs in interorganizational collaboration," and "opportunities and challenges for SHSs using ICT in interorganizational collaboration." Notably, two of the six articles highlighted the absence of school nurses in interorganizational collaboration. Even though ICT plays a crucial role in interorganizational collaboration, no comprehensive solution was found. This scoping review confirms that there are challenges with operability and regulations that govern the exchange of private information between organizations.
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Affiliation(s)
| | - Margaretha Larsson
- Institution of Health and Learning, University of Skövde HIS, Skövde, Sweden
| | - Johanna Tell
- Institution of Health, Blekinge Institute of Technology BTH, Karlskrona, Sweden
| | - Lisa Skär
- Dean Faculty of Health Science, Kristianstad University HKR, Kristianstad, Sweden
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Ancheta AJ, McDonald CC, Flores DD, Darien K, Dowshen NL. Knowledge and attitudes of school nurses in caring for sexual and gender minority youth: A national survey. Nurs Outlook 2025; 73:102350. [PMID: 39862758 DOI: 10.1016/j.outlook.2025.102350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2024] [Revised: 11/12/2024] [Accepted: 01/03/2025] [Indexed: 01/27/2025]
Abstract
BACKGROUND School nurses (SNs) can play important roles in the health of sexual and gender minority (SGM) youth, yet little is known about their knowledge and attitudes toward this population. PURPOSE To understand SNs' knowledge and attitudes in caring for SGM youth across the United States. METHODS We designed and disseminated the School Nurses and LGBTQ Youth online survey in May 2023 to U.S. SNs. Eight items addressed knowledge of SGM youth health needs and disparities; 11 addressed attitudes toward SGM youth. DISCUSSION Overall, 1,189 SNs completed the survey (response rate 59.5%). Regression models revealed that liberal political affiliation and more past-year professional development were most strongly associated with higher knowledge and attitudes scores. CONCLUSION This national sample of SNs reported moderate levels of knowledge and positive attitudes toward caring for SGM youth. The findings have important implications for developing SN-tailored interventions to improve care and health outcomes for SGM students.
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Affiliation(s)
- April J Ancheta
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA; Craig-Dalsimer Division of Adolescent Medicine, Children's Hospital of Philadelphia, Philadelphia, PA.
| | - Catherine C McDonald
- Department of Family and Community Health, School of Nursing, University of Pennsylvania, Philadelphia, PA; Division of General Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Dalmacio Dennis Flores
- Department of Family and Community Health, School of Nursing, University of Pennsylvania, Philadelphia, PA
| | - Kaja Darien
- PolicyLab, Children's Hospital of Philadelphia, Philadelphia, PA
| | - Nadia L Dowshen
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA; Craig-Dalsimer Division of Adolescent Medicine, Children's Hospital of Philadelphia, Philadelphia, PA; PolicyLab, Children's Hospital of Philadelphia, Philadelphia, PA; Clinical Futures, Children's Hospital of Philadelphia, Philadelphia, PA
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Habib L, Sadlon R, Wise T, Doe K, Garibay L, Price OA. School Nurses' Perspectives on the Implementation of a Behavioral Health Referral Process. J Sch Nurs 2024:10598405241298469. [PMID: 39676440 DOI: 10.1177/10598405241298469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2024] Open
Abstract
Increasing youth behavioral health needs in the United States have underscored the essential role school nurses can play in mitigating them. In response, the District of Columbia Department of Health developed the Behavioral Health Referral Process (BHRP) as a standardized guide, integrating school nurses into multidisciplinary teams and improving students' access to behavioral health services. To assess the BHRP's strengths and opportunities while understanding factors that could impact its implementation, key informant interviews were conducted using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework with seven school nurses and school nurse managers working in DC schools. Participants anticipated challenges related to the BHRP, from managing competing priorities to overcoming stigmas. Still, nurses reported the BHRP will enable a more coordinated referral process that promotes student linkage to care. The findings can inform efforts to assess and optimize school behavioral health referral processes as part of larger, comprehensive care systems.
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Affiliation(s)
- Leila Habib
- Department of Prevention and Community Health, The George Washington University Milken Institute School of Public Health, Baltimore, MD, USA
| | - Rachel Sadlon
- Prevention and Community Health, The George Washington University, Washington, DC, USA
| | - Tiffany Wise
- Family Health Bureau, District of Columbia Department of Health, Washington DC, USA
| | - Kafui Doe
- Family Health Bureau, District of Columbia Department of Health, Washington DC, USA
| | - Lori Garibay
- Family Health Bureau, District of Columbia Department of Health, Washington DC, USA
| | - Olga Acosta Price
- Prevention and Community Health, The George Washington University, Washington, DC, USA
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Shattuck D, Sebastian R, Zamarin K, Acosta S, Ramos MM. School Nurse Management of Behavioral Health, Violence, and Trauma-Related Emergencies: Findings from a Statewide Survey. J Sch Nurs 2024; 40:536-546. [PMID: 35979606 DOI: 10.1177/10598405221120437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which topics the school nurses received continuing education (CE) for, and which topics they consider to be important to their practice. Analyses of 2019 statewide survey data show a considerable number of school nurses in New Mexico provide management for behavioral health, violence, and trauma-related emergencies, and nurses in secondary schools are significantly more likely than nurses in primary schools to report managing these emergencies and to have received CE on behavioral health topics. Our findings reaffirm the essential role of school nurses in addressing emergent student health issues and underscore the need for practice- and competency-based behavioral health CE opportunities.
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Affiliation(s)
- Daniel Shattuck
- Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Rachel Sebastian
- Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Kim Zamarin
- Pacific Institute for Research and Evaluation-Southwest, 851 University Boulevard, Albuquerque, NM, USA
| | - Susan Acosta
- New Mexico Department of Health, Office of School and Adolescent Health, Albuquerque, NM, USA
| | - Mary M Ramos
- Department of Pediatrics, University of New Mexico, MSC11-6145, 1 University of New Mexico, Albuquerque, NM, USA
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Bohnenkamp JH, Hoover SA, McCullough SN. Impact of an Online Course to Improve School Nurses' Mental Health Competencies. J Sch Nurs 2024; 40:431-439. [PMID: 35971306 DOI: 10.1177/10598405221119518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
School nurses play a key role in supporting student mental health, and many school nurses report the need for additional mental health education. The Mental Health Training Intervention for Health Providers in Schools (MH-TIPS) is a training and implementation support system for school nurses to enhance their skills in promoting student mental health. The current study evaluated the feasibility of the MH-TIPS online curriculum for school nurses, and its impact on their preparedness and ability to support student mental health. Participants included 1,282 registered nurses and nurse practitioners. Descriptive statistics indicated that MH-TIPS online was feasible, relevant, and accessible for school nurses and helped them support student mental health. School nurses reported significant improvements in their preparedness to conduct brief mental health interventions with students and motivate students to seek help. MH-TIPS online is a promising tool to increase the ability of school nurses to support student mental health.
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Affiliation(s)
- Jill H Bohnenkamp
- 1University of Maryland School of Medicine, Baltimore, MD, United States
| | - Sharon A Hoover
- 1University of Maryland School of Medicine, Baltimore, MD, United States
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Grano C. A Qualitative Study of School Nurses' Experience of Secondary Trauma. Creat Nurs 2024; 30:220-231. [PMID: 39099538 DOI: 10.1177/10784535241268094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/06/2024]
Abstract
This qualitative descriptive study explored school nurses' experiences of exposure to reports of trauma from those in their care. Online interviews of school nurses practicing in NJ, USA, were recorded and transcribed verbatim. The study found that school nurses were exposed to reports of others' trauma to varying degrees, with those serving in urban settings reporting more stories of exposure than those in suburban settings. Reports included numerous, layered traumas at the community and individual levels, including students' poverty-related adversity and psychological distress. Qualitative content analysis revealed four categories: Health Office as Safe Haven, Challenges Working Within the School Model, Things That We Hear: Reports of Trauma, and The Ripple Effect of Trauma. School-based challenges included a lack of collaboration, misunderstanding of the school nurse's role, and workload issues such as competing demands and limited time and resources. School nurses reported focusing on the individual's immediate needs and processing the experience afterward. They acknowledged they can only do so much, and shared stories of coping and resilience. Additional education, resources, and support in addressing student trauma can enhance the provision of school nursing services and support the well-being of school nurses, students, and staff. Further research is warranted with a larger and more diverse sample of school nurses, including attention to school nurse wellness and resilience strategies.
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10
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Price OA, Saunders B, Gibbons J, Sadlon R, Garibay L, Doe K, Nelson F, Wise T, Isaac E. School Nurses' Perceived Role and Capacity to Support School Behavioral Health Programs in DC Public and Public Charter Schools. J Sch Nurs 2024:10598405241266237. [PMID: 39051599 DOI: 10.1177/10598405241266237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/27/2024] Open
Abstract
School nurses (SNs) practicing in DC public and public charter schools were surveyed to assess their perceived role and self-reported preparation to provide behavioral health prevention, early identification, and treatment services in schools. A total of 154 SNs completed a questionnaire about their role in the delivery of behavioral health services and supports. SNs reported they are primarily involved in the identification and referral of students to other school behavioral health professionals. Respondents also reported a lack of training in behavioral health and a desire for more information on related programs and services. This study offers recommendations for educating future SNs and highlights how the DC School Health Services Program utilized study findings to build capacity for SNs employed in practice. This study can help tailor educational opportunities for SNs to maximize their role in school behavioral healthcare process flows and ultimately improve outcomes for students and families.
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Affiliation(s)
- Olga Acosta Price
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
| | - Breahnna Saunders
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
| | - Julie Gibbons
- School of Nursing, the George Washington University, Washington, DC, USA
| | - Rachel Sadlon
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
| | - Lori Garibay
- District of Columbia Department of Health, Washington, DC, USA
| | - Kafui Doe
- District of Columbia Department of Health, Washington, DC, USA
| | - Felicity Nelson
- District of Columbia Department of Health, Washington, DC, USA
| | - Tiffany Wise
- District of Columbia Department of Health, Washington, DC, USA
| | - Eartha Isaac
- District of Columbia Department of Health, Washington, DC, USA
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11
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Jayawardene W, Lohrmann D, Agley J, Jun M, Gassman R. Adverse Childhood Experience-Related Conditions and Substance Use in Adolescents: A Secondary Analysis of Cross-Sectional Survey Data. THE JOURNAL OF SCHOOL HEALTH 2024; 94:385-394. [PMID: 38282025 DOI: 10.1111/josh.13429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Revised: 12/06/2023] [Accepted: 12/17/2023] [Indexed: 01/30/2024]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) cluster within children. In addition to standardized ACE measures, there exist "ACE-related" measures that are either directly or indirectly related to the standardized ACE constructs. This study aimed to identify ACE-related latent classes of adolescents and describe past-month substance use in each class by sex and race/ethnicity. METHODS Data from the 2018 Indiana Youth Survey (N = 70,703), which is a repeated self-administered, cross-sectional survey, were used. Latent class analysis was conducted using ACE-related family (parent incarceration, insulting/yelling within family, inability to discuss personal problems) and school (hate being in school, feeling unsafe, inability to talk to teachers one-on-one) items. Dependent variable combined past 30-day use-frequency of 17 substances. Two-way analysis of variances examined ACE by sex and race/ethnicity interaction. RESULTS Four ACE-related classes emerged: "Family-Only" (11.2%), "School-Only" (16.5%), "Family-School" (8.0%), and "No-ACE" (64.3%). Substance use was highest in "Family-School" (mean = 0.67); lowest in "No-ACE" (mean = 0.21). Significant race/ethnicity (F = 27.06; p < .0001), ACE * sex interaction (F = 12.13; p < .0001) and ACE * race/ethnicity interaction (F = 4.57; p < .0001) effects emerged. Within each ACE-related class, substance use was lowest for Asians and highest for Hispanics. CONCLUSIONS Adverse childhood experience-related items cluster within children across school and family environments and clustering differs by race/ethnicity, but not by sex. Incorporating ACE-related items into school surveys enhances the ability to implement interventions that target relationships between ACEs and substance use.
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Affiliation(s)
- Wasantha Jayawardene
- School of Human Sciences, Southern Illinois University Carbondale, 323C Pulliam Hall, 475 Clocktower Drive, Carbondale, IL, 62901
| | - David Lohrmann
- Department of Applied Health Science, School of Public Health-Bloomington, Indiana University, Bloomington, IN
| | - Jon Agley
- Institute for Research on Addictive Behavior, Department of Applied Health Science, School of Public Health-Bloomington, Indiana University, Bloomington, IN
| | - Mikyoung Jun
- Institute for Research on Addictive Behavior, Department of Applied Health Science, School of Public Health-Bloomington, Indiana University, Bloomington, IN
| | - Ruth Gassman
- Institute for Research on Addictive Behavior, Department of Applied Health Science, School of Public Health-Bloomington, Indiana University, Bloomington, IN
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12
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McCabe EM, Jameson BE, Strauss SM. Mental Health Screenings: Practices and Patterns of These and Other Health Screenings in U.S. School Districts. J Sch Nurs 2024; 40:144-154. [PMID: 34796761 DOI: 10.1177/10598405211056647] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Schools' health screenings can identify students' missed health concerns. Data from the 2016 School Health Policies and Practices Study were used to determine the proportion of U.S. school districts with physical and mental health screening policies and the proportion that arrange off-campus mental health services. We also examined differences between districts with and without mental health screening policies regarding having physical health screening policies, patterns of these policies, and off-campus mental health service arrangements. Eleven percent of districts had no policies on any of the four physical health screenings assessed, and 87% lacked policies on mental health screenings, the latter especially concerning considering the impact of COVID-19. Districts with policies on mental health screenings were significantly more likely to have body mass index (p < .01) and oral health (p < .001) screening policies, and to arrange for off-campus case management (p < .001), family counseling (p < .05), group counseling (p < .01), self-help (p < .05) and intake evaluation (p < .05).
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Affiliation(s)
- Ellen M McCabe
- Hunter Bellevue School of Nursing, Hunter College, New York, NY, USA
| | - Beth E Jameson
- Seton Hall University College of Nursing, Nutley, NJ, USA
| | - Shiela M Strauss
- Hunter Bellevue School of Nursing, Hunter College, New York, NY, USA
- New York University, Rory Meyers College of Nursing, New York, NY, USA
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Aivey SA, Fukushima Y, Rahman MM, Nahar NS, Ahmed A, Prihanto JB, Hawlader MDH, Moriyama M. Effects of school nurse-led health education to reduce malnutrition among primary school children in Bangladesh: Cluster nonrandomized controlled trial. J Family Med Prim Care 2024; 13:1024-1036. [PMID: 38736776 PMCID: PMC11086752 DOI: 10.4103/jfmpc.jfmpc_1560_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 11/30/2023] [Accepted: 12/04/2023] [Indexed: 05/14/2024] Open
Abstract
Background Malnutrition is a major health concern among children especially in low and middle-income countries. However, there are limited studies on school health in Bangladesh. This study aimed to reduce malnutrition among primary school children in Bangladesh by increasing awareness and knowledge through school nurse-led health education. Methods and Materials A prospective, open-label, parallel-group (1:1), cluster nonrandomized controlled trial on primary school children conducted in rural Bangladesh. The study lasted 13 months between September 2021 and September 2022. Four schools were selected and assigned to the intervention and control groups (CGs). Next, school nurses provided evidence-based health education to the children in the intervention group (IG) for 9 months to improve awareness and knowledge of malnutrition. Data were collected at baseline, midline, and endline. Results Overall, 604 children were enrolled at the baseline; among them, 455 (CG, n = 220; IG, n = 235) completed the study. Changes in the malnutrition rate-the primary outcome-were not significant (P = 0.225). However, after adjusting the endline data with baseline and sociodemographic data, the children's body mass index improved significantly in the IG than in the CG (P < 0.05). Changes in eating behavior, and awareness and knowledge of malnutrition-the secondary outcomes-significantly differed between the groups (P < 0.001). Conclusion The school nurse-led health education program significantly improved primary school children's awareness and knowledge of malnutrition. This study revealed the effectiveness of school nurses in reducing malnutrition among children, which may decrease future morbidity and mortality rates in children.
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Affiliation(s)
- Sadia A. Aivey
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Yasuko Fukushima
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Md Moshiur Rahman
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Niru S. Nahar
- Department of Nursing Science, Grameen Caledonian College of Nursing, Dhaka, Bangladesh
| | - Ashir Ahmed
- Faculty of Information Science and Electrical Engineering, Kyushu University, Fukuoka, Japan
| | - Junaidi B. Prihanto
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
- Department of Physical Education, Universitas Negeri Surabaya (State University of Surabaya), Surabaya, East Java, Indonesia
| | | | - Michiko Moriyama
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
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14
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Aivey SA, Rahman MM, Fukushima Y, Ahmed A, Prihanto JB, Sarker MHR, Hawlader MDH, Moriyama M. Nutritional status and prevalence of helminthic infection among primary school children in Bangladesh: A cross-sectional study. Jpn J Nurs Sci 2024; 21:e12568. [PMID: 37800657 DOI: 10.1111/jjns.12568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 09/01/2023] [Accepted: 09/08/2023] [Indexed: 10/07/2023]
Abstract
AIM Malnutrition and infectious diseases, such as helminthic infections, are widespread among primary school children, especially in low- and middle-income countries. However, there are limited studies on school health in Bangladesh, particularly in rural settings. This study aimed to explore the nutritional status and prevalence of helminthic infections in relation to associated health behavior, awareness, and knowledge regarding malnutrition and helminthic infections which were evaluated by school nurses among primary school children in Bangladesh. METHODS This was a descriptive, cross-sectional survey study with a total duration of 1 month, from September to October, 2021. This study formed part of a school nurse project as a cluster non-randomized clinical trial in Bangladesh. Selected variables from that clinical trial were analyzed and reported in the results section. The study participants were primary school children from four schools in rural Bangladesh. RESULTS In total, 604 children participated in the baseline survey and health checkups. Among them, 163 (27.0%) children were classified as malnourished according to the World Health Organization growth reference standard 2007. The prevalence of helminthic infections was 53 (8.8%). Approximately >50% of the children responded that they never/rarely practiced hygiene-related behaviors and had no awareness and knowledge regarding malnutrition and helminthic infections. However, differences between the variables were not statistically significant. CONCLUSION Children's nutritional status and prevalence of helminthic infections with related deprived health behaviors, and minimal awareness and knowledge, reinforce the importance of implementing educational interventions in the future.
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Affiliation(s)
- Sadia Alam Aivey
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Md Moshiur Rahman
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Yasuko Fukushima
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Ashir Ahmed
- Faculty of Information Science and Electrical Engineering, Kyushu University, Japan
| | - Junaidi Budi Prihanto
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
- Department of Physical Education, Universitas Negeri Surabaya (State University of Surabaya), Surabaya, Indonesia
| | - Mohammad Habibur Rahman Sarker
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
- Nutrition and Clinical Services Division, icddr, b, Dhaka, Bangladesh
| | | | - Michiko Moriyama
- Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima, Japan
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15
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Blakeslee T, Snethen J, Schiffman RF, Gwon SH, Sapp M, Kelber S. Adolescent Characteristics, Suicide, and Bullying in High School. J Sch Nurs 2023; 39:463-474. [PMID: 34397299 DOI: 10.1177/10598405211038235] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Youth Risk Behavior Survey 2011-2017 data were examined for associations among high school population subsets who self-reported suicide risk behaviors and experiences with bullying. High-school students who reported suicidal risk behaviors were 4.64 times more likely to have experienced bullying electronically. Ninth grade and female students were more likely than others to experience suicide risk behaviors and bullying. At the interpersonal level, school nurses are able to identify students who are experiencing bullying and who exhibit suicide risk behaviors. At the systems level, bullying prevention efforts should target all students. School nurses, administrators, policy makers, and health providers should consider data-driven recommendations in bullying prevention programs.
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Affiliation(s)
| | - Julia Snethen
- University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | | | | | - Marty Sapp
- University of Wisconsin-Milwaukee, Milwaukee, WI, USA
| | - Sheryl Kelber
- University of Wisconsin-Milwaukee, Milwaukee, WI, USA
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16
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Perming C, Einberg EL, Bekaert S, Garmy P. Adolescents' Experience of Pain: A Focus Group Study in Sweden. J Sch Nurs 2023:10598405231212907. [PMID: 37960838 DOI: 10.1177/10598405231212907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2023] Open
Abstract
The purpose of this study was to describe experiences of pain among students at upper secondary schools (adolescents aged 16-19 years) in Sweden. Focus group (n = 9) interviews with 41 adolescents were conducted in southern Sweden in 2021. The interviews were analyzed by qualitative content analysis, which identified four categories encompassing the theme how pain expressed itself: (1) a warning bell-the body's way of saying that something is wrong; (2) school- and work-related pain; (3) interpersonal physical and emotional pain; and (4) heartache-a sign of humanity; and four categories describing the theme ways of dealing with pain: (1) turn your attention elsewhere; (2) "bite the bullet" and endure the pain; and (3) use painkillers or complementary treatments; and (4) ask for help from others. Findings are linked to the crucial role of school nurses in supporting students who experience pain.
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Affiliation(s)
- Camilla Perming
- Department of Nursing and Health Sciences, Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
| | - Eva-Lena Einberg
- Department of Nursing and Health Sciences, Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
| | - Sarah Bekaert
- Department of Nursing and Health Sciences, Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
- Oxford Institute of Applied Health Research, Faculty of Health & Life Sciences, Oxford Brookes University, Oxford, UK
| | - Pernilla Garmy
- Department of Nursing and Health Sciences, Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
- Oxford Institute of Applied Health Research, Faculty of Health & Life Sciences, Oxford Brookes University, Oxford, UK
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
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17
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Sharma S, Scafide K, Maughan ED, Dalal RS. Relationship Between Perceived Supervisor Support and Workplace Bullying in School Nurses in Virginia. J Sch Nurs 2023; 39:396-405. [PMID: 34170208 DOI: 10.1177/10598405211025771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
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. Multiple linear regression analysis was performed. Findings demonstrated a significant, inverse relationship between perceived support from both supervisors and workplace bullying, accounting for 27.7% of the variance. No relationship was found between bullying and frequency of supervisor contact. The research suggests quality and not quantity of supervisor support may protect school nurses against workplace bullying.
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Affiliation(s)
- Shashi Sharma
- School of Nursing, George Mason University, Fairfax, VA, USA
| | | | - Erin D Maughan
- Department of Research, National Association of School Nurses, Silver Spring, MD, USA
| | - Reeshad S Dalal
- Department of Psychology, George Mason University, Fairfax, VA, USA
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18
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Gomes MG. Disparate discipline faced by black youth: The need for bias mitigation and school nursing impact to promote school connectedness. Arch Psychiatr Nurs 2023; 46:133-138. [PMID: 37813496 DOI: 10.1016/j.apnu.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/31/2023] [Accepted: 09/17/2023] [Indexed: 10/17/2023]
Abstract
School connectedness is needed to improve youth mental health. Developing a school connection is more arduous for Black youth with a history of pervasive exclusionary discipline. This narrative review discusses academic and socioemotional consequences of school removals while highlighting disparities for Black youth. A comprehensive literature search was conducted, identifying relevant studies and publications using electronic databases; results from the last ten years were preferable but older references were included if deemed important. Recommendations for elevating the influence of school nursing has been included to help mitigate disparities and racial bias, considering historical discipline trends and rising mental health needs.
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Affiliation(s)
- Melissa Gilbert Gomes
- Department of Diversity, Equity & Inclusion, University of Virginia School of Nursing, United States of America.
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19
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Yaugher AC, Pay CC, Hawks J, Meier CL. Evaluating a Multicomponent e-Cigarette Prevention Program in the Rural Northwest: Teacher and Parent/Guardian Program Outcomes. J Sch Nurs 2023:10598405231198020. [PMID: 37644848 DOI: 10.1177/10598405231198020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023] Open
Abstract
There are effective prevention strategies to combat increasing rates of youth e-cigarette use. This study assessed the outcomes of an e-cigarette prevention program with teachers and parents/guardians across a three-county rural area. Researchers assessed teachers' and parent/guardians' increased knowledge and confidence in implementing vape prevention after receiving evidence-based trainings. Pre- and post-surveys demonstrated that teachers had a statistically significant increase in knowledge gain across all eight vape-specific domains assessed as expected. The parent/guardian pre- and post-survey results also show that knowledge and confidence increased significantly across seven domains. Findings suggest that multicomponent e-cigarette education and prevention programs better prepare teachers and parents/guardians to intervene with youth e-cigarette use and initiation, including being more likely to talk to youth about the risks of tobacco and vaping. Recommendations for school nurses are discussed and include educating youth, families, and staff for positive impacts.
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Affiliation(s)
- Ashley C Yaugher
- Utah State University, Cooperative Extension in Carbon, Emery, and Grand Counties, Logan, UT, USA
| | - Christina C Pay
- Utah State University, Cooperative Extension in Carbon, Emery, and Grand Counties, Logan, UT, USA
| | - Jenna Hawks
- Utah State University, Cooperative Extension in Carbon, Emery, and Grand Counties, Logan, UT, USA
| | - Cristian L Meier
- Utah State University, Cooperative Extension in Carbon, Emery, and Grand Counties, Logan, UT, USA
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20
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Banzon TM, Sheehan WJ, Petty CR, Hauptman M, Flanagan S, Bell D, Shamosh B, Bartnikas LM, Phipatanakul W. The Coronavirus Disease 2019 Pandemic and Mental Health-Related School-Nurse Visits in United States Schools. Acad Pediatr 2023; 23:681-685. [PMID: 36100180 PMCID: PMC9464315 DOI: 10.1016/j.acap.2022.09.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 09/01/2022] [Accepted: 09/03/2022] [Indexed: 11/10/2022]
Abstract
OBJECTIVE No studies have examined school-nurse visits related to mental health (MH) during the coronavirus disease 2019 (COVID-19) pandemic. We examined changes in the rate of MH-related school-nurse visits before and during the COVID-19 pandemic. METHODS We analyzed school-nurse visit data (n = 3,445,240) for subjects Grade K-12 in US public schools using electronic health record software (SchoolCare, Ramsey, NJ). Data between January 1 and December 31 in 2019 (pre-COVID-19 pandemic) versus January 1 to December 31 in 2020 (during COVID-19 pandemic) were compared. For each year, total visits to a school-nurse were calculated for general MH, anxiety, and self-harm. The exposure was number of school-nurse visits in each time period (2019 vs 2020). The main outcome was change in the rate of general MH, anxiety, and self-harm visits in 2019 versus 2020. RESULTS There were 2,302,239 total school-nurse visits in 2019 versus 1,143,001 in 2020. During the COVID-19 pandemic, the rate of visits for general MH increased by 30% (4.7-6.1 per 10,000 visits, 95% confidence interval [CI] {18%, 43%}; P < .001), and visits for anxiety increased by 25% (24.8-31 per 10,000 visits, 95% CI [20%,30%]; P < .001). There was no significant difference in self-harm visits across all ages during the COVID-19 pandemic. CONCLUSIONS Our study found a significant increase in the rate of school-nurse visits for MH and anxiety during the COVID-19 pandemic, suggesting the pediatric population is at-risk for increased negative MH-effects associated with the pandemic and highlights a critical role of school-nurses in identifying youth with potential MH-needs.
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Affiliation(s)
- Tina M Banzon
- Division of Allergy and Immunology, Boston Children's Hospital (TM Banzon, M Hauptman, S Flanagan, LM Bartnikas, and W Phipatanakul), Boston, Mass; Harvard Medical School (TM Banzon, D Bell, LM Bartnikas, and W Phipatanakul), Boston, Mass
| | - William J Sheehan
- Division of Allergy and Immunology, Children's National Hospital (WJ Sheehan), Washington, DC; George Washington University School of Medicine and Health Sciences (WJ Sheehan), Washington, DC
| | - Carter R Petty
- Institutional Centers for Clinical and Translational Research, Boston Children's Hospital (CR Petty), Boston, Mass
| | - Marissa Hauptman
- Division of Allergy and Immunology, Boston Children's Hospital (TM Banzon, M Hauptman, S Flanagan, LM Bartnikas, and W Phipatanakul), Boston, Mass; Pediatric Environmental Health Center, Division of General Pediatrics, Boston Children's Hospital (M Hauptman and S Flanagan), Boston, Mass
| | - Shelby Flanagan
- Division of Allergy and Immunology, Boston Children's Hospital (TM Banzon, M Hauptman, S Flanagan, LM Bartnikas, and W Phipatanakul), Boston, Mass; Pediatric Environmental Health Center, Division of General Pediatrics, Boston Children's Hospital (M Hauptman and S Flanagan), Boston, Mass
| | - Darin Bell
- Harvard Medical School (TM Banzon, D Bell, LM Bartnikas, and W Phipatanakul), Boston, Mass
| | | | - Lisa M Bartnikas
- Division of Allergy and Immunology, Boston Children's Hospital (TM Banzon, M Hauptman, S Flanagan, LM Bartnikas, and W Phipatanakul), Boston, Mass; Harvard Medical School (TM Banzon, D Bell, LM Bartnikas, and W Phipatanakul), Boston, Mass
| | - Wanda Phipatanakul
- Division of Allergy and Immunology, Boston Children's Hospital (TM Banzon, M Hauptman, S Flanagan, LM Bartnikas, and W Phipatanakul), Boston, Mass; Harvard Medical School (TM Banzon, D Bell, LM Bartnikas, and W Phipatanakul), Boston, Mass.
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21
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Hoskote AR, Croce E, Johnson KE. The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review. J Sch Nurs 2023; 39:51-71. [PMID: 35019803 DOI: 10.1177/10598405211068120] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023] Open
Abstract
School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.
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Affiliation(s)
- Ashwini R Hoskote
- Robert Wood Johnson Foundation Future of Nursing Scholar, 12330University of Texas at Austin School of Nursing
| | - Emily Croce
- 12330The University of Texas at Austin School of Nursing; Dell Children's Medical Group, Austin, TX
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22
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Granrud MD, Sandsdalen T, Anderzén-Carlsson A, Steffenak AKM. Public health nurses’ experiences working with children who are next of kin: a qualitative study. BMC Health Serv Res 2022; 22:1427. [PMCID: PMC9703408 DOI: 10.1186/s12913-022-08841-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 11/16/2022] [Indexed: 11/29/2022] Open
Abstract
Abstract
Background
There are a substantial number of children who are the next of kin of parents suffering from illness or substance abuse. These children can experience emotional and behavioral problems and may need support from professionals. In Norway, the specialist health service in hospitals is required to have a designated practitioner in each department to ensure support for and follow up of children who are next of kin; however, this is not regulated by law in the health care in the municipalities. The aim of this study was to explore public health nurse’s experiences working with children who are next of kin.
Methods
Qualitative interviews were conducted with 10 public health nurses working in the child health clinic and the school health service in four municipalities. Data were analysed using content analysis. Reporting of this study is conducted in accordance to COREQ’s checklist.
Results
The analysis resulted in one main theme: ‘Lack of guidelines and routines among public health nurses working with children who are next of kin’. The main theme consisted of four categories: (1) identifying children who are next of kin are incidental; (2) public health nurses must be observant and willing to act; (3) communication is an important tool; and (4) follow up over time is not always provided.
Conclusion
The public health nurses experienced uncertainty concerning how to identify and follow up children who are next of kin but were vigilant and willing to act in the children’s best interest. Doing so necessitated collaboration with other professionals. The need for guidelines around the role and responsibilities for the public health nurse were emphasized. The knowledge provided by the current study offers valuable insight into strengths and limitations in the support of children who are next of kin and can inform stakeholders in organizing sustainable support for this group.
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23
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Zabek F, Lyons MD, Alwani N, Taylor JV, Brown-Meredith E, Cruz MA, Southall VH. Roles and Functions of School Mental Health Professionals Within Comprehensive School Mental Health Systems. SCHOOL MENTAL HEALTH 2022; 15:1-18. [PMID: 35911088 PMCID: PMC9321305 DOI: 10.1007/s12310-022-09535-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2022] [Indexed: 11/26/2022]
Abstract
Mental health concerns are on the rise among youth, contributing to a growing need for school-based mental health services. However, challenges to service provision arise due, in part, to workforce shortages, service fragmentation, and inefficient allocation of staff time. The current study describes the professional competencies and time allocation of four school-based mental health professions (i.e., school counselors, school psychologists, school social workers, and school nurses) in order to demonstrate how schools can leverage the skills of their existing staff to coordinate a comprehensive approach to support student mental health. First, we identified the core clinical competencies needed to implement the key features of comprehensive school mental health systems. Then, we crosswalked these clinical competencies with the training standards of the four professions. Finally, we conducted a systematic review of the literature to understand how these professionals' time is allocated, as well as their responsibilities related to the provision of mental health services. Results demonstrated that, although all four professions receive training in most of the core competencies needed to implement comprehensive school mental health services, their skillsets are often underutilized in day-to-day practice. Thus, we concluded that there are at least two untapped opportunities for school leaders to support student mental health-first, maximize the use of school mental health professionals through task-shifting (i.e., reassigning tasks less central to mental health service delivery to other staff), and second, implement an integrated model of school mental health services to efficiently leverage the mental health training of professionals. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09535-0.
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Affiliation(s)
- Faith Zabek
- Department of Human Services, University of Virginia, Charlottesville, USA
| | - Michael D. Lyons
- Department of Human Services, University of Virginia, Charlottesville, USA
| | - Noor Alwani
- Department of Human Services, University of Virginia, Charlottesville, USA
| | - Julia V. Taylor
- Department of Human Services, University of Virginia, Charlottesville, USA
| | - Erica Brown-Meredith
- Department of Social Work and Communication Sciences and Disorders, Longwood University, Farmville, USA
| | | | - Vickie H. Southall
- Department of Family, Community and Mental Health Systems, University of Virginia, Charlottesville, USA
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24
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Training School Counselors and Nurses to Enhance Collaboration Through Animal-Assisted Therapy. CLIN NURSE SPEC 2022; 36:204-213. [PMID: 35714323 DOI: 10.1097/nur.0000000000000681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE/AIMS The school nurse and school counselor serve an important role to foster student academic achievement, physical and mental health, and connectiveness. Each is paramount to student success; therefore, efforts should be made to further enhance collaborative efforts. Researchers sought to determine if an online training course centered on integrative methods would enhance collaboration between the school nurse and counselor. DESIGN This study used a quasi-experimental design with 3 data points (pretest, posttest, and 6-month follow-up), assessing the impact of educational content and knowledge application based on an online training module incorporating animal-assisted therapy (AAT) concepts and the school counselor and school nurse collaboration model. METHODS The continuing professional development questionnaire was used to evaluate professionals' behavior, specifically focusing on how knowledge translates into practice. The intervention included a training course designed for school nurses and counselors. Researchers analyzed data to determine how their collaboration and endorsement of AAT changed over time. RESULTS School counselors endorsed collaboration and intention of AAT application in schools at a higher rate than school nurses. However, after the intervention, differences between school counselors and nurses diminished over time. CONCLUSION The findings provide recommendations for the clinical nurse specialist to implement evidence-based programs targeting school nurse and school counselor collaboration.
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25
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Omkarappa DB, Rentala S, Nattala P. Effectiveness of psychosocial intervention for internalizing behavior problems among children of parents with alcohol dependence: Randomized controlled trial. World J Clin Cases 2022; 10:5306-5316. [PMID: 35812678 PMCID: PMC9210892 DOI: 10.12998/wjcc.v10.i16.5306] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Revised: 08/23/2021] [Accepted: 04/30/2022] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND Parental drinking has a direct bearing on children. Behavioral problems such as anxiety and depression are common problems among children whose parents drink heavily. Psychosocial interventions have shown promising results for anxiety and depression among children; however, few studies have been conducted in the context of children of parents with alcohol dependence in India.
AIM To evaluate the efficacy of psychosocial intervention for internalizing behavioral problems among children of parents with alcohol dependence.
METHODS A randomized controlled trial with a 2 × 4 factorial design was adopted with longitudinal measurement of outcomes for 6 mo. Two-hundred and eleven children who met the eligibility criteria (at least one parent with alcohol dependence) at government high schools in Bangalore, India, were randomized to the experimental (n = 97) or control group (n = 98). The psychosocial intervention was administered to the experimental group in eight sessions (biweekly) over 4 wk after baseline assessment. The intervention focused on identifying and modifying negative thoughts, replacing thinking errors with realistic alternatives, modification of maladaptive behavior, developing adaptive coping skills and building self-esteem. The data was collected pre-intervention and at 1, 3 and 6 mo after the intervention. Data were analyzed using SPSS 28.0 version.
RESULTS Mean age of the children was 14.68 ± 0.58 years, 60.5% were male, 56% were studying in 9th standard, 70.75% were from nuclear families, and mean family monthly income was 9588.1 ± 3135.2 INR. Mean duration of parental alcohol dependence was 7.52 ± 2.94 years and the father was the alcohol-consuming parent. The findings showed that there were significant psychosocial intervention effects in terms of decreasing anxiety and depression scores, and increasing self-esteem level among experimental group subjects over the 6-mo interval, when compared with the control group (P < 0.001).
CONCLUSION The present study demonstrated that the psychosocial intervention was effective in reducing anxiety and depression, and increasing self-esteem among children of parents with alcohol dependence. The study recommends the need for ongoing psychosocial intervention for these children.
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Affiliation(s)
| | - Sreevani Rentala
- Department of Psychiatric Nursing, Dharwad Institute of Mental Health and Neurosciences, Dharwad 580008, Karnataka, India
| | - Prasanthi Nattala
- Department of Nursing, National Institute of Mental Health and Neuro Sciences, Bangalore 560029, Karnataka, India
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26
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Turner VE, Demissie Z, Sliwa SA, Clayton HB. Food Insecurity and Its Association With Alcohol and Other Substance Use Among High School Students in the United States. THE JOURNAL OF SCHOOL HEALTH 2022; 92:177-184. [PMID: 34841533 PMCID: PMC8796201 DOI: 10.1111/josh.13118] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2020] [Revised: 06/07/2021] [Accepted: 06/23/2021] [Indexed: 05/26/2023]
Abstract
BACKGROUND Studies show that food insecurity is associated with adverse health behaviors for children and adults. However, published data among adolescents are limited. The objective of this study was to examine the association between food insecurity and substance use behaviors among US high school students. METHODS Data from the 2017 Youth Risk Behavior Survey in 10 states were combined to examine the association between household food insecurity and adolescent use of alcohol, marijuana, prescription opioid misuse, and illicit drugs using logistic regression. RESULTS Among surveyed respondents, 12.3% of high school students reported experiencing food insecurity. In unadjusted analyses, the prevalence of substance use was higher among students with food insecurity compared to food secure students: current binge drinking (16.2% vs 11.5%), current marijuana use (24.0% vs 16.2%), lifetime prescription opioid misuse (21.3% vs 12.6%), and lifetime use of illicit drugs (12.3% vs 5.0%) (all p < .05). In adjusted models, food insecurity was associated with lifetime prescription opioid misuse and lifetime use of illicit drugs (aPR 1.38 and 1.70, respectively). CONCLUSION Students with food insecurity are a potential group at a higher rise of substance misuse and may benefit from prevention programs designed to address their needs.
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Affiliation(s)
- Victoria E Turner
- Andrew Young School of Policy Studies, Georgia State University, 14 Marietta St NW, Atlanta, GA, 30303, USA
| | - Zewditu Demissie
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Rd NE, Atlanta, GA, 30329, USA
- U.S. Public Health Service Commissioned Corps, 1101 Wootton Parkway, Suite 300, Rockville, MD, 20852, USA
| | - Sarah A Sliwa
- Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, 4770 Buford Hwy NE, Atlanta, GA, 30341, USA
| | - Heather B Clayton
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Rd NE, Atlanta, GA, 30329., USA
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27
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Ghofur A, Purwanti NS, Donsu JDT. Impact of Bullying and Facts on Victims in Elementary Schools. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2021.7817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Background: Bullying is a serious problem for the mental health development of school-age children. Few studies in Indonesia have reported how the impact of bullying causes children to experience stress and difficulty in building social relationships.
Aim: This study aimed to determine the impact and phenomenon of becoming victims of bullying in elementary schools in Indonesia.
Methods: This research used a mixed-method approach with a sequential explanatory design. The sampling technique used multistage random sampling. The sample population included 617 elementary school students who are in grades 4, 5, and 6. The quantitative data analysis used structural equation modeling (SEM) while the qualitative data analysis was based on the results of SEM analysis.
Results: The impact of bullying on victims is stressful and symptomatic. The victims revealed they became depressed, had poor performance, had difficulty in socializing, did not dare to report fear of being ostracized, feared they would become the next victim, and was advised by the teacher not to reply, be patient, and just let it go. As a result, the victims complained they felt ugly, ashamed among friends, and reluctant to attend the class. Teachers consider bullying as ordinary delinquency because the victim can recover without help, think it is normal, or it was just a joke so there is no need for special rules.
Conclusion: Bullying of elementary school students has a negative impact on their mental health and causes psychosocial problems. There is a tendency to become repeated victims, while the ambivalence of teachers makes victims more vulnerable to bullying.
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28
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Gadari S, Farokhzadian J, Mangolian Shahrbabaki P. Effectiveness of resilience training on social self-efficacy of the elementary school girls during COVID-19 outbreak. Clin Child Psychol Psychiatry 2022; 27:308-319. [PMID: 34894781 PMCID: PMC8829153 DOI: 10.1177/13591045211056504] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
Children, especially girls, are more vulnerable during crises, who need to acquire skills such as social self-efficacy to meet the challenges of the environment. Given that, much progress has been made in e-learning; its capabilities can be used to promote children's health. This study aimed to determine the effect of virtual resilience training on the social self-efficacy of elementary school girls. This experimental study was performed on primary school girls aged 9-10 years in southeastern Iran. Students were selected by convenience sampling and divided into intervention (n = 40) and control (n = 37) groups by using randomized allocation. The Children's Social Self-Efficacy in Peer Interaction Scale was used for data collection before, immediately, and one month after the intervention. No significant difference was found between the two groups of intervention and control in the score of social self-efficacy before the intervention. However, the score of students in the intervention group improved immediately and one month after the intervention, and a significant difference was observed between the two groups (p = .0001). Virtual resilience training has improved the social self-efficacy of elementary school girls and facing challenges is inevitable in today's world, so resilience training seems necessary to prevent social and psychological harm in such children.
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Affiliation(s)
- Shima Gadari
- Department of Community Health Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Jamileh Farokhzadian
- Nursing Research Center, 48463Kerman University of Medical Sciences, Kerman, Iran
| | - Parvin Mangolian Shahrbabaki
- Nursing Research Center, 48463Kerman University of Medical Sciences, Kerman, Iran.,Department of Critical Care Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
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McCabe EM, Davis C, Mandy L, Wong C. The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses. NASN Sch Nurse 2021; 37:42-47. [PMID: 34836466 DOI: 10.1177/1942602x211048481] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The importance of students feeling connected in school cannot be overstated, as this perception is crucial to support their health and well-being. A lack of school connectedness can lead to adverse physical and mental health outcomes, including bully victimization. Numerous factors, including individual, social, and environmental, influence students' perceived sense of school connectedness. School nurses are well positioned to establish and maintain school connectedness due to their knowledge, accessibility to students, and familiarity with the school environment. This article details the importance of school connectedness and describes the associations between school connectedness, bullying, and mental health. In addition, we offer recommendations geared toward school nurses regarding strengthening school connectedness and promoting a culture of care and inclusivity within school environments, especially salient in the context of the COVID-19 pandemic.
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Affiliation(s)
- Ellen M McCabe
- Assistant Professor, Hunter College, Hunter College School of Nursing, New York, NY
| | | | | | - Cindy Wong
- Hunter College School of Nursing, New York, NY
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Munk K, Rosenblum R, Blackburn S, Donahue E. The Impact of Education and Implementation Tools on Pre-Service Teachers' Attitudes About Classroom-Based Mindfulness. J Sch Nurs 2021; 38:547-557. [PMID: 34792417 DOI: 10.1177/10598405211059189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
A growing body of research suggests that incorporating classroom-based mindfulness interventions in elementary schools can lead to improvements in student behavior, self-regulation, and measures of mental health and wellness. This quality improvement project explored the impact of an educational intervention on pre-service teachers' perceptions, attitudes, and intentions to implement mindfulness interventions in their classrooms. A brief educational intervention and website resource were provided to multidisciplinary teaching credential students. Participants completed a pre- and post-intervention survey to evaluate their intentions to implement mindfulness practices, as well as their perceptions about the acceptability, reasonableness, and effectiveness of incorporating mindfulness interventions in the classroom. Significant differences in pre- to post-intervention survey scores indicate that exposure to mindfulness concepts, practices, and resources may increase the willingness of pre-service teachers to adopt these practices in their classrooms.
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Affiliation(s)
- Kirsten Munk
- Department of Nursing, 300424California State University, Northern California Consortium, Fresno and San Jose, CA, USA.,School of Nursing, 300424California State University, Sacramento, CA, USA
| | - Ruth Rosenblum
- Department of Nursing, 300424California State University, Northern California Consortium, Fresno and San Jose, CA, USA.,The Valley Foundation School of Nursing, San Jose State University, 7161San Jose, CA, USA
| | - Samantha Blackburn
- School of Nursing, 300424California State University, Sacramento, CA, USA
| | - Eden Donahue
- School of Nursing, 300424California State University, Sacramento, CA, USA
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31
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Kaskoun J, McCabe E. Perceptions of School Nurses in Addressing Student Mental Health Concerns: An Integrative Review. J Sch Nurs 2021; 38:35-47. [PMID: 34636656 DOI: 10.1177/10598405211046223] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Mental health disorders in school-aged children are on the rise. The need for mental health care is well recognized, and the provision of this care in schools is recommended. An integrative review explored how school nurses view their role in addressing students' mental health. Fourteen articles were identified, eleven using a qualitative design and three using a quantitative design. Findings suggest that school nurses see their role as trusted members of the school community. They perceive upholding standards of practice as an integral part of their position and recognize competence in mental health care to be highly important. Practice recommendations include providing school nurses with evidence-based training on managing the mental health needs of students, as well as ensuring access to school nurses who can provide mental health supervision in the community.
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Affiliation(s)
- Jeannine Kaskoun
- Department of Nursing, 14772The Graduate Center, City University of New York, New York, New York
| | - Ellen McCabe
- Hunter College School of Nursing, 5924Hunter College, New York, New York The authors wish to recognize the support and guidance from Dr. Shiela Strauss, the CUNY Graduate Center faculty, especially Dr. Steven Baumann, Dr. Kathleen Nokes, and Dr. Lorie Goshin. Additionally, Hunter College librarian John Carey, and CUNY Graduate Center librarian Beth Posner
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32
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Brady JA, Lee CS, Cardeli E, Winer J, Burke PJ. Refugee and Immigrant Core Stressors Toolkit to Care for Newly Arrived Children in a School Nursing Setting. J Sch Nurs 2021; 37:523-531. [PMID: 34632832 DOI: 10.1177/10598405211045688] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
| | - Christina S Lee
- Associate Professor, 207391Boston University School of Social Work.
| | - Emma Cardeli
- Research Associate, Boston Children's Hospital Trauma and Community Resilience Center, Instructor in Psychology, Harvard Medical School, Department of Psychiatry, Boston Children's Hospital, Boston, MA
| | - Jeffrey Winer
- Attending Psychologist, 1862Boston Children's Hospital Trauma and Community Resilience Center, Instructor in Psychology, Harvard Medical School
| | - Pamela J Burke
- Clinical Professor (Retired), 50919Northeastern University, School of Nursing. .,Faculty, LEAH Program (Leadership Education in Adolescent Health), Boston Children's Hospital, Division of Adolescent & Young Adult Medicine, Lecturer in Pediatrics, Part Time, Harvard Medical School,
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33
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Rudes G, Fantuzzi C. The Association Between Racism and Suicidality Among Young Minority Groups: A Systematic Review. J Transcult Nurs 2021; 33:228-238. [PMID: 34551644 DOI: 10.1177/10436596211046983] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION The World Health Organization states that suicide is the second leading cause of death among youngs, and racism has been proven to have detrimental effects on both physical and mental health. These two plagues represent a public health priority, especially for susceptible minorities. METHOD This systematic review analyzed 23 studies from multiple database searches, to understand the relationship between racism and suicidality in young minority groups. RESULTS The review demonstrated the correlation between racism and suicidality with the consequent development of mental disorders. There is strong evidence that the main suicide risk factor is acculturation, interpreted as the assimilation of the dominant culture with the loss of values from one's cultural background. DISCUSSION Health care professionals should not underestimate the risk of suicidality associated with racism. Prevention is crucial and it should be implemented from a young age, in schools, through a joint intervention with children and their families, aiming toward integration without acculturation.
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Affiliation(s)
- Giorgia Rudes
- IRCCS Burlo Garofolo Pediatric Institute, Trieste, Italy
| | - Claudia Fantuzzi
- School of Nursing, University of Trieste, Italy.,Azienda Sanitaria Universitaria Integrata, Trieste, Italy
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34
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Affiliation(s)
- Robin Cogan
- Nationally Certified School Nurse, Camden City School District, Camden, New Jersey
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35
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Anttila M, Lantta T, Ylitalo M, Kurki M, Kuuskorpi M, Välimäki M. Impact and Feasibility of Information Technology to Support Adolescent Well-Being and Mental Health at School: A Quasi-Experimental Study. J Multidiscip Healthc 2021; 14:1741-1753. [PMID: 34262287 PMCID: PMC8275109 DOI: 10.2147/jmdh.s311788] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 06/17/2021] [Indexed: 01/10/2023] Open
Abstract
Purpose Health-related behaviors that arise during adolescence can have important, sometimes lifelong, implications on a person’s health. Psychiatric and neurodevelopmental diagnoses among minors have increased, and the related depressive symptoms may negatively affect quality of life. There is great potential for information technology (IT) to benefit the area of mental health for adolescents, and schools can serve as a setting in which this can be done. We tested whether the IT-based program “DepisNet” could be used as a universal school-based program to support adolescents’ well-being and mental health. Patients and Methods We used a quasi-experimental, pre-post design with two preference arms (intervention and control groups). The study setting comprised two lower secondary schools (N=151 adolescents) in one city in Finland. To analyze the impact of the program, we compared the changes in the outcome measures between the two groups using T-tests and Mann–Whitney U-tests. We analyzed the changes within the groups using T-tests and Wilcoxon tests. Results Our analysis revealed no statistically significant differences between the groups in any of the outcomes (depression, quality of life, self-esteem, self-efficacy). Regarding adolescents’ quality of life, the observed change was more positive in the intervention group, compared to that of the control group (change mean 1.36 vs −0.49), although statistical significance was not achieved (p=0.10). Our results indicated encouraging results related to the feasibility components: adherence and acceptance. Conclusion Universal interventions and programs that relate to adolescent well-being and mental health can be integrated into school curricula to promote the awareness of adolescents’ general well-being and mental health issues.
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Affiliation(s)
- Minna Anttila
- Department of Nursing Science, University of Turku, Turku, Southwest Finland, Finland
| | - Tella Lantta
- Department of Nursing Science, University of Turku, Turku, Southwest Finland, Finland
| | - Milla Ylitalo
- Department of Nursing Science, University of Turku, Turku, Southwest Finland, Finland.,Laurea University of Applied Sciences, Vantaa, Uusimaa Region, Finland
| | - Marjo Kurki
- Department of Nursing Science, University of Turku, Turku, Southwest Finland, Finland.,Itla Children's Foundation, Helsinki, Uusimaa Region, Finland
| | - Marko Kuuskorpi
- Piikkiö comprehensive school, Kaarina, Southwest Finland, Finland
| | - Maritta Välimäki
- Department of Nursing Science, University of Turku, Turku, Southwest Finland, Finland.,Xiangya School of Nursing, Central South University, Changsha, Hunan, People's Republic of China
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36
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Gadari S, Farokhzadian J, Shahrbabaki PM. Effectiveness of Virtual Resilience Training on Assertiveness in Student Girls Aged 9-10 Years: A 1-Month Follow-Up. J Sch Nurs 2021:10598405211013522. [PMID: 33977815 DOI: 10.1177/10598405211013522] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Girls between the ages of 9 and 10 begin to experience physical, physiological, and hormonal changes that may lead to internal stress. At this age, children are struggling for autonomy; on the other hand, they may experience emotional instability, and for these reasons, they may be vulnerable in many ways. This experimental study aimed to investigate the effect of resilience training on assertiveness in student girls aged 9-10. Data were collected before, immediately after, and 1 month after the intervention in the control (n = 40) and intervention (n = 37) groups. There was a significant difference between the assertiveness of the intervention immediately (26.80 ± 3.73) and 1 month after the intervention (27.05 ± 3.73), and assertiveness significantly increased in the intervention group (p = .0001). Resilience training leads to improvements in assertiveness in student girls aged 9-10.
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Affiliation(s)
- Shima Gadari
- Department of Community Health Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Jamile Farokhzadian
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Parvin Mangolian Shahrbabaki
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.,Department of Critical Care Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
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37
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Supporting Student's Mental Health: A Cross-Sectional Survey for School Nurses. CHILDREN-BASEL 2021; 8:children8020129. [PMID: 33578860 PMCID: PMC7916560 DOI: 10.3390/children8020129] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/25/2020] [Revised: 02/05/2021] [Accepted: 02/06/2021] [Indexed: 11/17/2022]
Abstract
Children's and adolescents' health problems are often related to mental health, and their wellbeing should be supported in schools. This study describes school nurses' role and how equipped they are in recognizing students' mental health needs and in supporting students' mental health. Moreover, we explored the methods used and the barriers that exist for supporting students' mental health. A national survey for members of the Finnish Public Health Association working as school nurses was conducted (n = 136/648, 21%). The survey questionnaire was analyzed using descriptive statistics and qualitative data using manifest content analysis. Participants (n = 127/133, 96%) agreed that they had an important role in ensuring that students' mental health needs are met on time. Around one-third reported training needs for mental health interventions (n = 42/115, 36%), and a similar proportion (n = 42/136, 31%) indicated lacking adequate knowledge and skills for supporting mental health among culturally diverse students. Identified barriers for students getting help were a lack of options for sending students to mental health services (n = 92/134, 69%) and a lack of adequate training (n = 81/134, 68%). School nurses are key in providing early mental health support to students. Therefore, the availability of intervention education and training on assessing and supporting students' mental health is needed and should be improved.
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38
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Muller R, Morabito MS, Green JG. Police and mental health in elementary and secondary schools: A systematic review of the literature and implications for nursing. J Psychiatr Ment Health Nurs 2021; 28:72-82. [PMID: 33073464 DOI: 10.1111/jpm.12704] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2019] [Revised: 06/19/2020] [Accepted: 09/07/2020] [Indexed: 01/08/2023]
Abstract
UNLABELLED WHAT IS KNOWN ON THIS SUBJECT?: Police are often called on to respond to student mental health needs in schools. School nurses, who are part of interdisciplinary mental health teams, may collaborate with responding police officers. Currently, there are no reviews of the literature describing the use of police to respond to mental health crises in schools. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This systematic review found six articles addressing police response to student mental health needs in elementary and secondary schools. Articles primarily focused on the School Resource Officer programme; however, there was a lack of research on the effectiveness of this and other programmes in addressing the mental health needs of students. This paper highlights a significant gap in knowledge about how police are involved in responding to student mental health crises within schools. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Understanding how police respond to mental health crises on school campuses will help nurses serve in collaborative roles with responding officers. This study highlights gaps in research that need to be addressed for researchers and policymakers to best support students in crisis. ABSTRACT INTRODUCTION: Response to student mental health crises involves interdisciplinary school-community teams, which can include police officers. This paper presents the first systematic review of literature on how police address mental health in school settings. Results have implications for school nurses interacting with responding police. QUESTION/AIM How are police involved in responding to student mental health needs in elementary and secondary schools? METHOD Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, six articles met criteria for inclusion in this review. RESULTS Two themes were identified: (1) descriptions of roles of police in schools and (2) studies presenting programmes or models of police engagement. The most common use of police in schools is through the School Resource Officer model. DISCUSSION There are very few studies examining police involvement in mental health response in schools and little data available on whether prevailing models are effective. We are therefore unable to ascertain what impact school police have in responding to mental health crises or the extent to which they interact with school nurses. IMPLICATIONS FOR PRACTICE Understanding mental health crisis responses in schools can inform policy, practice, research and education for police and school providers, including nurses.
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Affiliation(s)
- Rebecca Muller
- Boston University Wheelock College of Education and Human Development, Boston, MA, USA
| | - Melissa S Morabito
- School of Criminology and Justice Studies, University of Massachusetts-Lowell College of Fine Arts, Humanities and Social Sciences, Lowell, MA, USA
| | - Jennifer Greif Green
- Boston University Wheelock College of Education and Human Development, Boston, MA, USA
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39
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Anttila M, Ylitalo M, Kurki MH, Hipp K, Välimäki M. School Nurses' Perceptions, Learning Needs and Developmental Suggestions for Mental Health Promotion: Focus Group Interviews. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17249503. [PMID: 33353022 PMCID: PMC7767091 DOI: 10.3390/ijerph17249503] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 12/09/2020] [Accepted: 12/16/2020] [Indexed: 01/03/2023]
Abstract
School nurses have a key role in promoting the mental health of adolescents at school. However, there is still a lack of comprehensive understanding of the role and experiences of school nurses as they promote mental health at schools. A qualitative research design employing focus group interviews was used. School nurses (n = 21) were purposively sampled from one city in Southern Finland. The data were analyzed using inductive content analysis, resulting in seven categories describing school nurses’ perceptions, needs and suggestions for development of mental health promotion in school health care. School nurses perceived health care at school as a low-threshold service. Mental health problems are often first identified by a school nurse. However, school nurses felt that extra effort is needed to recognise mental health problems, build trusting relationships, and motivate adolescents to attend regular health check-ups. Specific core learning competencies such as communication skills, being present, keeping confidentiality, and the ability to motivate adolescents to regularly visit the school health clinic are needed. However, school nurses often lack basic resources for mental health promotion. The areas of mental health development included cooperation with stakeholders and parents, and development of anonymous, easy-access services. It is important that school nurses have the skills needed and enough resources to fulfil their demanding tasks in school health care services.
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Affiliation(s)
- Minna Anttila
- Department of Nursing Science, University of Turku, 20014 Turku, Finland; (M.A.); (M.Y.); (M.H.K.); (K.H.)
| | - Milla Ylitalo
- Department of Nursing Science, University of Turku, 20014 Turku, Finland; (M.A.); (M.Y.); (M.H.K.); (K.H.)
- Laurea University of Applied Sciences, 01300 Vantaa, Finland
| | - Marjo H. Kurki
- Department of Nursing Science, University of Turku, 20014 Turku, Finland; (M.A.); (M.Y.); (M.H.K.); (K.H.)
- Itla Children’s Foundation, 00180 Helsinki, Finland
| | - Kirsi Hipp
- Department of Nursing Science, University of Turku, 20014 Turku, Finland; (M.A.); (M.Y.); (M.H.K.); (K.H.)
| | - Maritta Välimäki
- Department of Nursing Science, University of Turku, 20014 Turku, Finland; (M.A.); (M.Y.); (M.H.K.); (K.H.)
- Xiangya School of Nursing, Central South University, Changsha 410013, China
- Correspondence:
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40
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Role of School Health Officers in Mental Health Care for Secondary School Students in Can Tho City, Vietnam. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09386-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
AbstractThe objectives of the study were to explore the experiences of school health officers in identifying and managing mental health problems of secondary school students and to gather recommendations from the school officers for improving the effectiveness of mental health care in secondary schools in Can Tho City, Vietnam. We conducted a qualitative study based on in-depth interviews using a semi-structured guideline with 15 school health officers at 15 secondary schools in Can Tho City, Vietnam. Data were analyzed using content-driven analysis to identify recurring themes. The school health officers reported that stress, depression, suicidal ideation, and sexual orientation issues were the most commonly encountered mental health problems among their students. The officers worked with a limited range of interventions for helping these students, such as giving non-narcotic analgesics or advising students to take a short break at school or to go home. Most of them felt that their training was insufficient to deal with mental health problems in an optimal way. They recommended further training to improve their knowledge and skills in recognizing and managing mental health problems in students. They also considered a university-sponsored mental health website a good source of information on mental health care for students. School health officers reported that they did not feel well equipped to manage mental health problems because of insufficient training, lack confidence, and absence of an appropriate network for advice and referral. Updated policies and programs are needed for initial training and refresher courses, which will strengthen the role of school health officers as first line support for secondary school students with mental health problems.
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41
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Morse BL, Anderson L, Combe LG, Delack S, Ondeck L, Homme C. U.S. School Nursing Job Analysis. J Sch Nurs 2020; 38:126-137. [PMID: 32508198 DOI: 10.1177/1059840520930075] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The complexity and demands of the school nurse role have changed greatly over time. Our aims included determining tasks and knowledge relevant to modern school nursing in the United States, identifying continuing education needs of school nurses, and describing anticipated changes to the professional role. A secondary analysis of a cross-sectional web-based survey of 750 school nurses was performed. The study team evaluated calculations of mean importance and frequency for school nursing task and knowledge statements. Conventional content analysis was used to analyze open-ended responses. School nurses rated most tasks and knowledge as relevant to practice, underscoring the great depth and breadth of education and training school nurses need to meet the demands of students today. The results of this secondary analysis may be leveraged to accurately describe the school nurse role, advocate for nursing services, and support school nurses as they strive to better the health of school communities.
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Affiliation(s)
- Brenna L Morse
- Solomont School of Nursing, University of Massachusetts Lowell, MA, USA
| | - Lori Anderson
- School of Nursing, University of Wisconsin-Madison, WI, USA
| | | | | | - Lynnette Ondeck
- Nooksack Valley School District, Everson, Washington, DC, USA
| | - Carissa Homme
- Competency and Credentialing Institute, Denver, CO, USA
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42
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Anny Chen LY, Wu CY, Lee MB, Yang LT. Suicide and associated psychosocial correlates among university students in Taiwan: A mixed-methods study. J Formos Med Assoc 2020; 119:957-967. [PMID: 32046924 DOI: 10.1016/j.jfma.2020.01.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 12/26/2019] [Accepted: 01/14/2020] [Indexed: 10/25/2022] Open
Abstract
BACKGROUND/PURPOSE The trend of suicide rates among young adults has been increasing worldwide. The study aimed to identify the suicide risks and associated psychosocial factors in a large university in Taiwan. METHODS This is a mixed-methods study using both questionnaire survey and two open-ended questions for the exploration of qualitative data. An online survey was conducted between two periods of the same semester in 2018 to collect different sources of stress and other suicide correlates. The measurement scales included the 9-item Concise Mental Health Checklist, the University Stress Screening Tool in Taiwan and the Chinese Maudsley Personality Inventory. The participants were required to fulfill two open-ended questions about stress experience and depressive symptoms in the previous month in the end of the questionnaire, which was analyzed using thematic analysis. RESULTS A total of 857 university students were recruited (67.9% female participants). Over a quarter of participants were under poor mental health status and more than 60% experienced stressful events in the prior year. A higher suicide risk and neurotic trait was noticed compared to the general public. These results were consistent with the qualitative findings. CONCLUSION While identifying several risk factors that cumulatively conduced to higher suicide risks, neuroticism served as a key element in the increased suicide risk among the university students. Suicide prevention strategies for university students should highlight stress management for those with neurotic trait and early suicide risk identification.
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Affiliation(s)
- Lu-Yen Anny Chen
- School of Health in Social Science, The University of Edinburgh, UK
| | - Chia-Yi Wu
- School of Nursing, National Taiwan University, Taiwan; Department of Nursing, National Taiwan University Hospital, Taiwan; Taiwan Suicide Prevention Center, Taiwan.
| | - Ming-Been Lee
- Taiwan Suicide Prevention Center, Taiwan; Department of Psychiatry, National Taiwan University Hospital, Taiwan; Department of Psychiatry, Shin-Kong Wu-Ho-Su Memorial Hospital, Taiwan
| | - Luo-Ting Yang
- Department of Nursing, National Taiwan University Hospital, Taiwan
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43
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Pestaner MC, Tyndall DE, Powell SB. The Role of the School Nurse in Suicide Interventions: An Integrative Review. J Sch Nurs 2019; 37:41-50. [DOI: 10.1177/1059840519889679] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Suicide rates among children and adolescents have continued to rise over the past decade indicating the need for school-based suicide prevention programs. School nurses (SNs) are well positioned to assist in assessment, early identification, and intervention of at-risk students. This integrative review aimed to (1) critically examine the role of the SN in school-based suicide interventions, (2) explore potential barriers preventing the SN from participating in suicide interventions, and (3) recommend strategies to build capacity for principles of school nursing practice in suicide intervention. The National Association of School Nurses’ Framework for 21st Century School Nursing Practice was used to categorize interventions and outcomes related to suicide prevention. Findings demonstrate a lack of reported nursing interventions directly linked to student outcomes and suggest obscurity in the role of the SN. Recommendations for future research and strategies to build capacity for principles of school nursing practice are provided.
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44
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Quinn BL, McAuliffe D. "There was Only One Nurse for Everyone": Student Reflections of a School Nursing Clinical Experience. J Pediatr Nurs 2019; 48:72-76. [PMID: 31349207 DOI: 10.1016/j.pedn.2019.07.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 06/21/2019] [Accepted: 07/14/2019] [Indexed: 11/16/2022]
Abstract
PURPOSE Undergraduate nursing faculty face challenges when teaching pediatric clinicals. Changes to pediatric care and hospital admissions have contributed to a shortage of clinical sites where students can learn to care for children with varied nursing needs. The purpose of this study was to describe benefits and barriers of pediatric clinical placements with a school health component. DESIGN AND METHODS A qualitative analysis of 38 student reflective journals was conducted to identify experiences following student participation in school nursing clinicals. RESULTS Three themes and three sub-themes were identified. Major themes included: benefits of the clinical experience, suggestions for improvement, and an appreciation for the school nurse role with subthemes of greater responsibility than anticipated, resource constraints, and lack of support. CONCLUSIONS School nursing clinical experiences allow nursing students to interact with children with broad range of ages, abilities, and health statuses, and preview a professional pathway they may otherwise never be exposed to. School nursing experiences also help nurse educators address the shortage of inpatient pediatric clinical site placements while facilitating student exposure to the impact of social justice and social determinants on child health. PRACTICE IMPLICATIONS Nurse educators are encouraged to incorporate school nursing clinical experiences in pediatric curricula. Partnering with school districts in which student enrollment reflects diversity in culture, socio-economic status, and access to healthcare should be a priority so students may see first-hand the impact of social determinants on the health of clients and populations.
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Affiliation(s)
- Brenna L Quinn
- Solomont School of Nursing, University of Massachusetts Lowell, MA, United States of America.
| | - Diana McAuliffe
- Solomont School of Nursing, University of Massachusetts Lowell, MA, United States of America
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45
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Granrud MD, Anderzèn-Carlsson A, Bisholt B, Steffenak AKM. Public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools: A phenomenographic study. J Clin Nurs 2019; 28:2899-2910. [PMID: 30970155 DOI: 10.1111/jocn.14881] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 03/21/2019] [Accepted: 03/23/2019] [Indexed: 12/16/2022]
Abstract
AIMS AND OBJECTIVES To describe the variation in public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools in Norway. BACKGROUND Mental health problems among adolescents account for a large portion of the global burden of disease and affect 10%-20% of adolescents worldwide. Public health nurses in school health services play an important role in disease prevention and promotion of physical and mental health. In order to serve adolescents with regard to mental health problems, public health nurses are dependent on collaboration with other professionals in schools. DESIGN Qualitative interviews were conducted with 18 public health nurses working in the school health services. METHOD A phenomenographic approach was used for interviewing and for analysing the qualitative interviews. This study is presented in line with COREQ's checklist. RESULT The analysis resulted in three descriptive categories based on eight identified conceptions. The categories are as follows: "The formal structure has an impact on interprofessional collaboration"; "The public health nurse is an important, but not always self-evident, partner in interprofessional collaboration"; and "The primary players are the teachers in collaboration." CONCLUSION The public health nurses describe that they had limited impact on collaboration and were dependent on both the school principal and the teachers for achieving good collaboration. Teachers have the power to decide whether to collaborate with the public health nurse, and public health nurses regard teachers as the most important collaborative partners. The public health nurses need to make themselves and their competence visible. RELEVANCE TO CLINICAL PRACTICE The findings demonstrated that public health nurses are important collaborators, but are not always included in interprofessional collaboration. This knowledge is essential to strengthen public health nurses' roles and presence in schools, which could most certainly benefit adolescents with mental health problems in secondary school.
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Affiliation(s)
- Marie Dahlen Granrud
- Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway.,Department of Health Science, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden
| | - Agneta Anderzèn-Carlsson
- Department of Health Science, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden.,University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Birgitta Bisholt
- Department of Health Science, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden
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Weaver C, Rogers K, Gomez M, Gilder R, Yoder-Wise PS. Implementing MH-TIPS: A Growing Need for Mental Health Services for School-Age Children. NASN Sch Nurse 2018; 34:25-28. [PMID: 30222046 DOI: 10.1177/1942602x18789250] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The number of children diagnosed with mental and behavioral health issues is increasing each year. Early identification and intervention for these issues are vital to improving long-term outcomes. School nurses are among the frontline healthcare providers for school-age children, screening and coordinating care for multiple physical and mental health conditions. This article describes the implementation of a national mental health online training program at a local district. Outcomes of the implementation project and implications for school nurses are discussed.
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Affiliation(s)
- Christy Weaver
- Assistant Professor, Texas Tech University Health Sciences Center, Lubbock, TX, USA
| | - Karen Rogers
- Board Certified Developmental- Behavioral Pediatrician and Board Certified Pediatrician and Clinical Associate Professor, Texas Tech University Health Sciences Center School of Medicine, Lubbock, TX, USA
| | - Michael Gomez
- Assistant Professor, Department of Pediatrics, Texas Tech University Health Sciences Center, and Director of Child and Adolescent Mental Health at The Center for Superheroes, Lubbock, TX, USA
| | - Richard Gilder
- Bioinformatics Scientist and Adjunct Faculty at Texas Tech University Health Sciences Center School of Nursing, Lubbock, TX, USA
| | - Patricia S Yoder-Wise
- Professor and Dean Emerita at Texas Tech University Health Sciences Center School of Nursing, Lubbock, TX, USA
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Bohnenkamp JH, Hoover SA, Connors EH, Wissow L, Bobo N, Mazyck D. The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools. J Sch Nurs 2018; 35:422-433. [PMID: 30033797 DOI: 10.1177/1059840518785437] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.
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Affiliation(s)
| | - Sharon A Hoover
- University of Maryland School of Medicine, Baltimore, MD, USA
| | | | - Lawrence Wissow
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Nichole Bobo
- National Association of School Nurses, Silver Spring, MD, USA
| | - Donna Mazyck
- National Association of School Nurses, Silver Spring, MD, USA
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Darnell T, Hager K, Loprinzi PD. The Impact of School Nurses in Kentucky Public High Schools. J Sch Nurs 2018; 35:434-441. [DOI: 10.1177/1059840518785954] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
The purpose of this study was to examine the relationship between school nurse presence and graduation rates, absenteeism, and American College Test (ACT) scores. A state-wide survey of all public high schools was undertaken (participation rate of 99.1%). Survey data obtained from individual high schools provided information on the employment status of school nurses. In addition to nurse presence determined by the survey, open-access electronic databases were used to determine graduation rates, absenteeism, ACT scores, money spent per pupil, gender, race–ethnicity proportion, and incarceration data. Study findings showed a possible relationship between students attending schools with a full-time nurse and significantly higher graduation rates, lower absenteeism, and higher ACT scores. The study results suggest that school nurses may contribute not just to health outcomes but to improved academic and economic outcomes as well. Of course, future work is needed to confirm these assertions.
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Affiliation(s)
- Teena Darnell
- Lansing School of Nursing and Clinical Sciences, Bellarmine University, Louisville, KY, USA
| | - Kathy Hager
- Lansing School of Nursing and Clinical Sciences, Bellarmine University, Louisville, KY, USA
| | - Paul D. Loprinzi
- Department of Health, Exercise Science and Recreation Management, University of Mississippi, University Park, MS, USA
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49
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Pilot Test of an Engagement, Triage, and Brief Intervention Strategy for School Mental Health. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9277-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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50
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Maughan ED, Cowell J, Engelke MK, McCarthy AM, Bergren MD, Murphy MK, Barry C, Krause-Parello CA, Luthy KB, Kintner EK, Vessey JA. The vital role of school nurses in ensuring the health of our nation's youth. Nurs Outlook 2018; 66:94-96. [DOI: 10.1016/j.outlook.2017.11.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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