ethanporcaro/eric-fulltext-meta huggingface dataset:
School Violence, Role of the School Nurse in Prevention. Issue Brief
Author: Blout, JoAnn D.
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Violence,Educational Environment,At Risk Students,Prevention,Community Education,Caring,Conflict,Conflict Resolution,School Nurses,Role,School Safety,Classroom Communication,Skill Development,Communication Skills,Problem Solving

Registered professional school nurses (hereinafter referred to as school nurses) advance safe school environments by promoting the prevention and reduction of school violence. School nurses collaborate with school personnel, healthcare providers, parents, and community members to identify and implement evidence-based educational programs. The curriculum used should improve communication, behavior management, and conflict resolution skills. School nurses assess and refer at-risk students in need of evaluation and treatment for symptoms of aggression and victimization. Overall, school nurses promote violence prevention by assisting in the creation of a school environment of safety and trust where students are assured that caring, trained adults are present and equipped to take action on their behalf; engaging in classroom discussions that facilitate respectful communication among students and staff; and advancing education of the school community that builds skills in communication, problem-solving, anger management, coping and conflict resolution (Jacobson et al., 2011). Advancing a peaceful school environment requires time, attention to detail, and community education. The individual, family, and society all have significant roles in successful violence prevention in the school community.
The Use of Telehealth in Schools. Position Statement. Revised
Author: Hoffmann, Susan
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Health Education,Telecommunications,School Health Services,Child Health,School Nurses,Educational Methods,Educational Technology,Role,Health Promotion

Telehealth has been defined as "the use of electronic information and telecommunications technologies to support long-distance clinical health care, patient and professional health-related education, public health and health administration" (United States Department of Health and Human Services [USDHHS], n.d.). Telehealth enables collaboration of healthcare professionals to provide healthcare services across a variety of settings. The registered professional school nurse (hereinafter referred to as a school nurse) uses clinical knowledge and judgment to provide health care to students and staff, perform health screenings and coordinate referrals to the medical home or private healthcare provider (Wolfe, 2013). The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health services, promotion of health education, and connection between the academic setting and healthcare settings. Therefore, the school nurse is a critical link to the successful implementation and use of telehealth technology. It is the position of the National Association of School Nurses (NASN) that telehealth technology may be used to augment school health services but not replace in-person health care provided by the school nurse. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Child Mortality in the School Setting. Position Statement
Author: Bergren, Martha Dewey
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Health Services,Well Being,School Nurses,Death,Educational Policy,School Safety,Educational Environment,Injuries,Violence,Health Promotion,Child Health,Chronic Illness,Data Collection

It is the position of the National Association of School Nurses (NASN) that data on children's deaths in school should be recorded, analyzed and reported at the local, state and national level. The systematic review of data on child deaths is necessary to drive interventions and policies that will decrease mortality from injuries, violence, acute illness and chronic disease in the school setting. The increasing number of students receiving health services for serious health conditions requires vigilance to prevent those conditions from exacerbating, potentially resulting in a preventable child fatality (Malone & Bergren, 2010). Registered professional school nurses need to advocate for the collection and analysis of student health data at the local level and for the reporting and aggregation of student health data at the state and national level in order to advise health and education policy makers. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Coos County Youth and Out-of-School Activities: Patterns of Involvement and Barriers to Participation. New England Fact Sheet No. 7, Fall 2012
Author: Sharp, Erin Hiley
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: After School Programs,School Activities,Grade 7,Grade 8,Gender Differences,Grade 10,Barriers,Student Participation,Youth Programs,Followup Studies,Change Strategies,Attendance Patterns,Adolescent Attitudes

This fact sheet draws from surveys administered to a cohort of 416 participants in 7th grade in 2008, again when they were in 8th grade in 2009, and most recently as 10th graders in 2011 to look at patterns of participation in structured activities over time and whether male and female students differ in these patterns of participation. It also draws from questions added to the 2011 survey of 10th graders to examine Coos County youths' perceptions about what kinds of barriers have kept them from getting more involved in structured out-of-school activities. Author Erin Hiley Sharp reports that female students were much more likely than male students to report high levels of involvement in structured out-of-school activities. Perceived barriers to involvement in structured out-of-school activities include lack of time and transportation. Male students were also likely to report their grades as barriers and that nothing interested them. (Contains 2 figures and 3 endnotes.)
School Health Education about Human Sexuality. Position Statement. Revised
Author: Bradley, Beverly J.
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Sexuality,Health Promotion,Parent Role,Comprehensive School Health Education,Primary Sources,School Nurses,Sex Education,Role,Program Development,Pregnancy,At Risk Persons,Student Behavior,Social Influences,Social Attitudes

It is the position of the National Association of School Nurses (NASN) that age-appropriate health education about human sexuality should be included as part of a comprehensive school health education program and be accessible to all students in schools. NASN recognizes the role of parents and families as the primary source of education about sexual health. The registered professional school nurse (hereinafter referred to as school nurse) plays a vital role in the development and implementation of instructional programs that utilize evidence-based strategies to prevent unintended pregnancies and sexually transmitted infections including HIV. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Concussions--The Role of the School Nurse. Position Statement
Author: Diaz, Anne L.
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,School Health Services,Teamwork,Allied Health Personnel,School Personnel,Parents,Head Injuries,Child Health

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is an essential member of the team addressing concussions. As the school-based clinical professional on the team, the school nurse has the knowledge and skills to provide concussion prevention education to parents, students and staff; identify suspected concussions; and help guide the student's post-concussion graduated academic and activity re-entry process. The school nurse collaborates with the team of stakeholders including health care providers, school staff, athletic trainers, and parents. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Reading in High School. Research Brief
Author: Walker, Karen
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Reading Materials,Literacy Education,English Instruction,Reading Strategies,Reading Habits,Vocabulary Development,Discussion (Teaching Technique),High School Students,Teaching Methods,Reading Skills

The workers of the 21st Century will be expected to do more reading and writing than has been done in the past. In order to be successful, one author, Langer, stated that students need to possess "high literacy." According to the literature, it is evident when reading is truly a priority and supported by all stakeholders because there are high interactions between students and teachers and students and students, regular use of technology for projects, use of electronic bulletin boards, and classrooms where a large variety of reading materials are available and where presentations, audience critiques, and meaningful feedback are an integral part of the curriculum. According to research, the majority of secondary students do not have sufficient literacy skills to be successful in this, the "Information Age." This paper presents a list of generic reading strategies to use in most content areas at the high school level. A list of specific strategies is also presented. A list of resources is included.
Emergency Preparedness--The Role of the School Nurse. Position Statement
Author: Cagginello, Joan B.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Planning,Teamwork,School Administration,School Safety,Staff Role,Educational Policy,School Nurses,School Health Services,Position Papers,Professional Associations,School Policy,Compliance (Legal),School Law

It is the position of the National Association of School Nurses (NASN) that school nurses provide leadership in all phases of emergency preparedness and management and are a vital part of the school team that develops emergency response procedures for the school setting, using an all-hazards approach. The school nurse is a vital school professional who is knowledgeable of the physical and emotional needs of the students served by the school (Fitzpatrick, 2006). It is important for the school team to include a school nurse on its crisis team to optimize positive outcomes in all phases of emergency management. School administrators should ensure that the school nurse pursue professional development, as needed, to address skills related to emergencies with an emphasis on planning, performing triage, providing emergency care and promoting a positive recovery phase for the school and community. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Overweight and Obesity in Youth in Schools--The Role of the School Nurse. Position Statement. Revised
Author: Mehrley, Melissa
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Child Health,Obesity,School Nurses,Health Promotion,At Risk Students,Special Health Problems,School Health Services,Position Papers,Professional Associations,Staff Role,Educational Policy,School Policy,Guidelines,Teamwork

It is the position of the National Association of School Nurses that school nurses have the knowledge and expertise to promote the prevention of overweight and obesity and address the needs of overweight and obese youth in schools. The school nurse collaborates with students, families, school personnel, and health care providers to promote healthy weight and identify overweight and obese youth who may be at risk for health problems. The school nurse can refer and follow up with students who may need to see a health care provider. The school nurse also educates and advocates for changes in the school and district that promote a healthy lifestyle for all students. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Remediation Programs for Students Who Do Not Pass Exit Exams. Research Brief
Author: Walker, Karen
Date: 2006-01-16
Type: Reports - Descriptive
Subjects: Exit Examinations,Remedial Instruction,Employed Parents,High Stakes Tests,Academic Support Services,Test Preparation,Educational Resources,Check Lists,High School Graduates,High School Equivalency Programs

What are some remediation programs for students who do not pass high stakes exit exams? Regardless of one's personal beliefs about high stakes exit exams, 52% of all high school students in the United States who are in public schools will be required to take and pass an exit exam. Nationally, these tests are gaining momentum. In most cases, students who do not pass the exit exam, will be denied a high school diploma. In order to help those students, some states, districts, and schools have implemented remediation and support programs, so that students can gain and practice the requisite skills to successfully pass the exit exam. A list of program suggestions is presented. (Contains 28 online resources.)
The Effects of Retention on Drop-Out and Graduation Rates. Research Brief
Author: Bleyaert, Barbara
Date: 2009-06-01
Type: Reports - Descriptive
Subjects: Grade Repetition,Social Promotion,Achievement Gains,Graduation Rate,Dropout Rate,Influences,At Risk Students,Teacher Role,Student Motivation

What is the relationship between retention, drop-out and graduation rates? Retention of low-achieving students is one of the most controversial and complex issues educational leaders face, despite a half century of research that has shown consistently that any gains in achievement are short-lived, and the long-term effects for retained students more often than not are devastating (Allensworth, 2004; Jimerson, 2001b; House, 1998; Roderick, M. & Nagaoka, 2005). The practice of grade retention (also referred to as non-promotion, being held back, or "flunking") requires that a student who has not performed well in a particular grade remains at that grade level for an additional year. Typically, "30% to 50% of students will be retained at least once by 9th grade ... [and] 5-10% of students are retained annually" (Jimerson, 2001b). Despite overwhelming evidence that the practice does not benefit students academically and, indeed, does great harm, it continues to be popular among both educators and politicians who decry "social promotion" and believe that "the threat of retention as much as retention itself will lead to higher performance" (Roderick & Nagaoka, p. 310). Those who promote retention from this underlying assumption believe expectations for high performance must be coupled with negative consequences for those who fail to perform. Other educators advocate for retention of low-performing students because of the promise of an extra year of instruction and time some students need to "catch up" with their age-mates academically or socially. Although these assumptions may seem logical, they cannot be supported by the body of research on retention (House; Jimerson 2001a, 2001b). The threat of retention simply does not serve to motivate those students most likely to drop out, and achievement gains are not large enough or long-term enough to mitigate the negative effect of retention on the very students most likely to be retained (Roderick & Nagaoka). A list of references and online resources are cited.
Allergy/Anaphylaxis Management in the School Setting. Position Statement. Revised
Author: Zacharski, Susan
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Allergy,School Nurses,Special Health Problems,Child Health,School Health Services,Special Needs Students,Position Papers,Professional Associations,Staff Role,Educational Policy,School Policy,Compliance (Legal),School Law,Federal Legislation,Guidelines,Teamwork,Drug Therapy,Emergency Programs

It is the position of the National Association of School Nurses (NASN) that the safe and effective management of allergies and anaphylaxis in schools requires a collaborative, multidisciplinary team approach. The registered professional school nurse (hereinafter referred to as the school nurse), is the leader in a comprehensive management approach which includes planning and coordination of care, educating staff, providing a safe environment, and ensuring prompt emergency response should exposure to a life-threatening allergen occur. Furthermore, NASN supports, in states where laws and regulations allow, the maintenance of stock non-patient specific epinephrine and physician-standing orders for school nurses to administer epinephrine in life-threatening situations in the school setting. School districts must have a clear, concise, all-inclusive policy in place to address the management of allergies in the school setting that should be reviewed annually (National School Boards Association (NASB), 2010). This policy shall be consistent with federal and state laws, nursing practice standards and established safe practices in accordance with evidence-based information and include development of a developmentally appropriate Individualized Healthcare Plan (IHP) and Emergency Care Plan (ECP). [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
Diabetes Management in the School Setting. Position Statement
Author: Butler, Sarah
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Diabetes,Chronic Illness,Special Health Problems,Child Health,School Health Services,Special Needs Students,Position Papers,Professional Associations,School Policy,Compliance (Legal),School Law,Federal Legislation,Guidelines

It is the position of the National Association of School Nurses that the registered professional school nurse (hereinafter referred to as school nurse) is the only school staff member who has the skills, knowledge base, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in children and adolescents requires complex daily management skills (American Association of Diabetes Educators [AADE], 2008) and health services must be provided to students with diabetes to ensure their safety in the school setting and to meet requirements of federal laws. [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
Pregnant and Parenting Students--The Role of the School Nurse. Position Statement. Revised
Author: Davis-Alldritt, Linda
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Pregnancy,Pregnant Students,Child Rearing,Early Parenthood,Youth Problems,Nursing,Graduation,School Nurses,Prevention,Program Development,Program Implementation,Special Health Problems,School Health Services,Position Papers,Professional Associations,Staff Role,Educational Policy,School Policy,Compliance (Legal),School Law,Federal Legislation,Guidelines,Teamwork

The National Association of School Nurses (NASN) believes that the school nurse is in a prime position to support the health and wellbeing of pregnant and parenting students and contribute to their lifelong success by linking them to resources and advocating for policies and practices that promote high school graduation. It is the position of NASN that school nurses have a vital role in the development and implementation of evidenced-based policies, nursing care procedures, educational programs and materials for students and their parents relating to pregnancy prevention, teen parenting and school completion. School nurses track pregnancy trends, review the school's human growth and development curriculum, assist in the selection of high-quality educational materials and programs based on the age, culture, and level of risk of the target population, and evaluate the short-term and long-term outcomes of the school's programs. The role of the school nurse with pregnant and parenting students is complex and includes assistance in pregnancy identification, providing parenting education, support in preventing additional pregnancies, and participation/leadership of multidisciplinary teams that plan and support accommodations for the student (Will, 2008). [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
Chronic Health Conditions Managed by School Nurses. Position Statement. Revised
Author: Morgitan, Judith
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Disabilities,School Nurses,Special Needs Students,Child Health,Role,School Health Services,Chronic Illness,History

It is the position of the National Association of School Nurses that students with chronic health conditions have access to a full-time registered professional school nurse (hereinafter referred to as school nurse). School districts should include school nurse positions in their full-time instructional support personnel to provide health services for all students, including students with chronic health conditions. The school nurse coordinates and conducts assessment, planning, and implementation of individualized health care plans for safe and effective management of students with health conditions during the school day. The school nurse is both the provider of care and the only person qualified to delegate care to an unlicensed care provider as prescribed in state nurse practice laws and regulations and according to Scope and Standards of School Nurse Practice (National Association of School Nurses [NASN] & American Nurses Association [ANA], 2011). [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Pediculosis Management in the School Setting. Position Statement. Revised
Author: Pontius, Deborah
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Health Conditions,Entomology,Bias,Confidentiality,School Nurses,Child Health,School Health Services,Position Papers,Professional Associations,Staff Role,Educational Policy,School Policy,Guidelines

It is the position of the National Association of School Nurses that the management of pediculosis (infestation by head lice) should not disrupt the educational process. No disease is associated with head lice, and in-school transmission is considered to be rare. When transmission occurs, it is generally found among younger-age children with increased head-to-head contact (Frankowski & Bocchini, 2010). Children found with live head lice should remain in class, but be discouraged from close direct head contact with others. The school nurse should contact the parents to discuss treating the child at the conclusion of the school day (Frankowski & Bocchini, 2010). Students with nits only should not be excluded from school, although further monitoring for signs of re-infestation is appropriate. It may be appropriate to screen other children who have had close head-to-head contact with a student with an active infestation, such as household family members, but classroom-wide or school-wide screening is not merited (Andresen & McCarthy, 2009). In cases that involve head lice, as in all school health issues, it is vital that the school nurse prevent stigmatizing and maintain the student's privacy as well as the family's right to confidentiality (Gordon, 2007). The school nurse, as a student advocate and nursing expert, should be included in school district-community planning, implementation, and evaluation of vector control programs for the school setting. School nurses are also in a pivotal position to dispel myths and stigmas regarding pediculosis by providing education on the life cycle of the louse, methods of transmission, treatment options and care of the environment to the student's family, school and community at large. (Contains 9 references/resources.) [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]