School Nurses’ Support for Bereaved Students: A Pilot Study

2006 ◽  
Vol 22 (1) ◽  
pp. 48-52 ◽  
Author(s):  
Janet A. Lohan
Keyword(s):  
Pilot Study ◽  
Rural Areas ◽  
School Setting ◽  
School Nurses ◽  
Washington State ◽  
Limited Resources ◽  
Web Based ◽  
Bereaved Children ◽  
Additional Support

Children may have difficulty with schoolwork because of grief over the death of an important person in their lives. School nurses provide support to these children. This pilot study consisted of a Web-based survey completed by 6 school nurses in a 3-county area in Washington state. The purpose of this pilot study was to assess the need for additional support for bereaved children and the extent to which school nurses meet the needs of these students. Results indicated that many school nurses have large caseloads that preclude spending as much time with bereaved students as the nurses feel is necessary. Bereaved students exhibit a wide variety of grief symptoms that may interfere with learning. In addition, rural areas do not have adequate community bereavement resources that nurses can use to refer students who need help beyond that offered at school. Nurses must be more active in supporting students within the school setting despite limited resources.

Seizing the Moment: Experiences of School Nurses Caring for Students With Overweight and Obesity

2017 ◽  
Vol 34 (5) ◽  
pp. 380-389 ◽  
Author(s):  
Shannon Baker Powell ◽  
Martha Keehner Engelke ◽  
Janice A. Neil
Keyword(s):  
Low Income ◽  
Rural Areas ◽  
Moral Distress ◽  
School Setting ◽  
School Nurses ◽  
Overweight And Obesity ◽  
Face To Face ◽  
Low Income Children ◽  
The Moment ◽  
Successful School

School nurses are well positioned to assess, intervene, and evaluate efforts to positively impact students who are overweight or obese. The purpose of this qualitative, descriptive study was to explore the experiences of school nurses providing care to children living with overweight and obesity. Data were collected through face-to-face, tape-recorded, in-depth, open-ended interviews with 10 school nurses from rural areas of North Carolina working with minority and low-income children in the public school setting. The text of the interviews was transcribed and analyzed into codes, categories, and themes. Three themes and eight subthemes were identified. The three themes were identified as (1) “jumping hurdles,” (2) “seize the moment,” and (3) “moral distress.” The findings of this study can be used to provide a better understanding of the experiences of school nurses caring for children with overweight and obesity that is necessary for planning successful school-based interventions.

scholarly journals Piloting the Play Cycle Observation Method in ‘real time’: Recording children’s Play Cycles in pre-school provision

2020 ◽  
pp. 1476718X2096985
Author(s):  
Pete King ◽  
LaDonna Atkins ◽  
Brandon Burr
Keyword(s):  
Pilot Study ◽  
Real Time ◽  
School Setting ◽  
Early Years ◽  
Good Reliability ◽  
Rater Reliability ◽  
Children's Play ◽  
Observational Tool ◽  
Observation Method ◽  
And Training

The Play Cycle Observation Method (PCOM) is an observational tool developed to focus on the process of play and has shown good reliability when watching videos of children playing. This study piloted use of the PCOM in ‘real time’ in a pre-school setting where 3-year-old children play. The results from two independent observers not familiar with the concept of the Play Cycle or the PCOM found good inter-rater reliability using Cohen Kappa (k) when observing play cues to form play cycles, as well as observing play cues within established play cycles. In addition, the recording of the nature of the play cues and play returns, the play frame and how the play cycle finishes (annihilation) were shown to be consistent between the two inter-rater observers. The results of this pilot study indicate the PCOM can be used as an observational tool to record the process of play by both students and practitioners working in a range of contexts including playwork, childcare, early years and statutory education. The PCOM can also be used as a teaching and training aid for trainers and lecturers.

scholarly journals Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

2021 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Collaborative Learning ◽  
Online Collaboration ◽  
Online Course ◽  
Group Awareness ◽  
Web Based ◽  
Equal Distribution ◽  
Action Sequences ◽  
Awareness Tool ◽  
University Level ◽  
Additional Support

AbstractUnequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.

The Penn State Heart Assistant: A pilot study of a web-based intervention to improve self-care of heart failure patients

2017 ◽  
Vol 25 (2) ◽  
pp. 292-303 ◽  
Author(s):  
Tom Lloyd ◽  
Harleah Buck ◽  
Andrew Foy ◽  
Sara Black ◽  
Antony Pinter ◽  
...  
Keyword(s):  
Heart Failure ◽  
Pilot Study ◽  
Self Care ◽  
Web Based ◽  
Heart Failure Patients ◽  
Penn State

School Nurses on the Front Lines of Medicine: Take a BREATH: The Approach to a Student With Respiratory Distress

2017 ◽  
Vol 33 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Morgann Loaec ◽  
Robert P. Olympia
Keyword(s):  
Emergency Department ◽  
Respiratory Distress ◽  
Respiratory Symptoms ◽  
School Setting ◽  
School Nurses ◽  
Initial Assessment ◽  
Level Of Care ◽  
Primary Health ◽  
Life Threatening

Students presenting with varying degrees of respiratory symptoms and distress occur commonly in the school setting. It is important to develop a differential diagnosis for respiratory distress, to initiate stabilization of the student with life-threatening symptoms, and to triage these students to an appropriate level of care (back to the classroom, home with their guardian with follow up at their primary health care provider’s office, or directly to the closest emergency department via Emergency Medical Services). This article describes the initial assessment and management of a student presenting with respiratory distress.

Tooth Avulsion in the School Setting

2005 ◽  
Vol 21 (5) ◽  
pp. 279-282 ◽  
Author(s):  
Cheryl A. Krause-Parello
Keyword(s):  
Periodontal Ligament ◽  
School Setting ◽  
School Personnel ◽  
School Nurse ◽  
School Nurses ◽  
After School ◽  
Tooth Avulsion ◽  
Dental Emergency ◽  
Dental Injuries

Tooth avulsions occur when a tooth is displaced from its socket. Tooth avulsions are common dental injuries that may occur before, during, or after school. Therefore, it is essential that school nurses be well prepared to intervene when such a dental emergency arises. It is also imperative that school nurses and school personnel are fully equipped to manage a tooth avulsion. Time is of the essence when attempting to save an avulsed tooth. The goal is to successfully reinsert the avulsed tooth and to preserve the periodontal ligament. The school nurse is responsible for implementing the appropriate actions needed to save the avulsed tooth.

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