Start by carefully reading chapters 2, 3, and 40 in the Selekman (2013) text and the article
Articulating your Philosophy of Nursing (Denehy, 2001) posted in TITANium. I expect to see
reflection/analysis of these readings in your paper.
Thoughtfully address each of the questions in the 5 sections below in a 10-12 (approximately) page paper. Follow the guidelines listed below.
1. The SN role in the educational setting. (18 points)
• In your district-how does your district utilize school nurses (review the roles or responsibilities/compare to chapter 2 (Selekman, 2013 and job description on page 1293 (Selekman, 2013).
• How are the salaries of the nurses in your district funded?
• Visit another school district, how does that district utilization of school nurses differ from your district (list the roles or responsibilities)?
• What is the ratio of school nurses to students in your district? The district you visited? Discuss this ratio. If you could decide the number of nurses you should have in your district, how many would you recommend? Rationale?
(Hint: Choose a district that is very different from your district, i.e. If you do not have School-based clinics in your district, choose a district that provides these clinics to visit; if your district has a low School Nurse: Student ratio, pick a district with a high ratio)
• Compare and contrast how health services are utilized in the two districts- similarities/differences? Your critical-thinking opinion of the utilization practices of the two districts?
• Relate to readings in Chapter 2 (Selekman, 2013)
2. Evaluation and Supervision of School Nurses in the Educational setting. (18 points) • How are you as a school nurse supervised and evaluated? How often are you
evaluated?
• What evaluation tool is used for evaluating school nurses? (See Selekman Chapter 40). Reflect on your practice and compare to information in chapter 40. • Thoughtfully discuss how you would evaluate school nurses in your district if
you were given the assignment to devise and implement the evaluation of the nurses in your district (why?).
3. Insurance and Advocacy (18 points)
• List the pros and cons of buying additional malpractice insurance. • How does the CTA (union) support you as a school nurse?
• Who do you go to (name) for personnel issues? (i.e. if you have a problem with your supervisor.)
• What does CSNO/NASN do for school nurses?
• What local organizations support school nurses in your area (OCSNO, SB/RSNO)? Cost? What do they offer members? Are you a member? • Not including CSNO/NASN, list 4 or 5professional organizations that serve
nurses and educators that you would benefit from associating with?
• What local organizations support school nurses in your area (OCSNO, SB/RSNO) 4. Other Resources for School Nurses (18 points)
your district (name, position)? If there is no resource person at the county level, who would your resource person be (name, position)?
Who is your resource for Child Welfare and Attendance issues (name, position)? • How are you involved in the SARB in your district?
• How can you look up an Education Code on line? Look up an education code that is important to your practice and state what it says and how it impacts your practice.
• How can you access your district’s policies related to health? Look up a health- related district policy that impacts your practice and state what it says and how it impacts your practice.
• What is the written policy in your district for handling head lice? Attach a copy of the policy to this paper. What changes need to be made to this policy to be in accordance with APA and NASN recommendations?
5. Express your personal vision and philosophy of the school nurse role (description of this process is found in the Denehy article (2001). (18 points)
• Identify general core values
• Identify values that relate to the profession of nursing
• “Philosophy statement ends with a few sentences of how personal values articulate with (and are in harmony with) values about nursing and relate to striving for balance and professional growth through continued
learning.”(Denehy, 2001)
Role Paper Formatting Guidelines (10 points): The paper should be:
• I expect a paper approximately 10-12 pages in length (no required number of pages- whatever it takes to address 1-5 above), not including references/attachments.
• Double spaced, prefaced with a cover page containing the paper’s title, your name, date (see required text, APA: Rules for Format and Documentation).
• Developed following APA format for running head, pagination, citations and reference page. (See examples in Rossiter (2007) APA: Rules for Format and Documentation).
• Grammatically sound, appropriately punctuated, and clearly written. • Well organized
Group members are responsible for submitting a minimum of one research or evidence- based article summary to the group discussion facilitator(s) and course instructor (via CSUF email/TITANium) the Sunday (midnight) prior to the Saturday class where the discussion will take place. The article and the summary comments are to reflect the topic, have application to school nursing practice, and contain analysis of the article rather than just summarizing a statement from the abstract.
Instructions for Group Discussion: Research to Reality write-up:
Select one current, within the last 3 years, research article related to the topic of the group discussion. Your GROUP DISCUSSION FACILTATOR(S) will assign a topic to you. The article can be from any discipline as long as it related to the topic, comes from a peer reviewed journal, and can be applied to school nursing practice.
Summary guidelines
• No more than two pages in APA format, double spaced, 12 pt. font (see Rossiter
(2007) APA text).
• Emphasize the “take to work” (reality of SN practice) message from the article • Use the following headings and LABEL each section:
Start with the ARTICLE CITATION in APA format-as it would be listed on a reference page (see Rossiter (2007) APA text)
SUMMARY of the article (do not copy the abstract, use your own words)
BRIEF DESCRIPTION of the study
Describe the RESULTS. Be sure to note the limitations What is the “TAKE TO WORK MESSAGE”?
• Make this clear and useful for your peers. Include age, grades in school, special population (if indicated), etc. of the target population and the SN role. This section should be the main point of your article critique.
Submit this via email to your Group Discussion facilitator and course instructor by the Sunday (midnight) prior to the upcoming Saturday class meeting. The Group
Discussion facilitator is responsible for collating the information and designing a discussion around the article reviews and the guideline questions in the syllabus.
Content Points APA format is consistently used; each section is labeled 5 Article selected is current and has direct application to school nursing
practice 5
Summary of article is clear and concise, does not repeat the article
abstract: limitation are briefly described 5
“Take to Work” message is the focus of the article critique; clear link to
contemporary school nursing practice are made 10
Each student will facilitate a small group discussion during the second or third on-campus classes.
• Students will be assigned to a discussion group during the first Saturday class and will remain with the same small group throughout the semester. The students in the group will each have a turn to act as the facilitator for the group.
• Each student facilitator will be given a general discussion topic/discussion outline at the beginning of the semester and assigned which of the Saturday sessions they will be acting as a group discussion facilitator.
• Once they have their topic, each student facilitator will assign a topic (that is related to the general topic they have been assigned) to each member of their group. The group members will find an article about their assigned topic and will write a summary about the article (see Research to Reality Assignment)
• Group discussion facilitators will review the articles/summary submitted by each member of their group.
• At one of the Saturday class meetings (as assigned), the group facilitator will guide a discussion based on the group discussion guidelines (provided by faculty and the)
Research to Reality write-ups by the students in their group into the discussion.
• The format of the group discussion as well as any teaching-learning strategies employed may be of the student facilitators’ choosing and discussion may proceed in any order. Generally, leaders should refrain from taking sides in a discussion unless such a position is methodologically used as a facilitation technique.
GRADING GUIDELINES FOR GROUP DISCUSSION FACILITATORS
CONTENT POINTS
Group leaders made appropriate assignments for the Research to Reality write ups
and reviewed important points from the discussion guidelines (10%). 5 Group leaders demonstrated command of the participant’s Research to Reality write-
ups and the topic for the seminar (10%). 5
Group leader shared responsibility for group leadership equally (if in pairs) (5%). 5 Group leaders managed the time allocating appropriate time to various segments
based upon relative importance (15%). 5
Group leaders compiled and infused seminar group member’s research summaries to
facilitate meaningful application toward synthesis of prescribed content (30%). 20 Group leaders integrated the Standards of Professional School Nursing Practice as
appropriate (showed where the standards might apply to the subjects of the day) (15%).
10 Group leaders engaged the group in interactive learning through continuous
exchange of ideas (15%). 10
Students will be assigned a chronic condition of childhood commonly seen in the school setting. For the assigned chronic condition, students will prepare a “packet” of
materials that could be used by a school nurse to develop an IHP for a student with that chronic condition (see Selekman, 2013, p.291). The packet will include:
1. A health assessment sheet with specific questions relevant to that condition (the SN would use this to gather applicable/needed information)
2. A letter to the parent explaining the need for the development of an IHP and permission to contact the healthcare provider for the exchange of health information related to the learning process.
3. An IHP (generic for this condition-that can be modified to be specific to each student).
4. An EAP (generic for this condition-that can be modified to be specific to each student).
5. Teaching sheets/handouts about the illness or treatment regimens (for teachers/staff, student and/or parents). Included should be a handout for teachers/staff to help them understand the chronic condition and its impact on education. (This can be a pamphlet/handout from a related organization such as Epilepsy Foundation or American Diabetes Association; otherwise it should be your original work).
6. A one page, bullet-style, resource summary, including links to helpful web sites, for School Nursing peers/classmates.
CHRONIC CONDITIONS OF CHILDHOOD PACKET GRADING GUIDE
Content Notes Possible
Points
Health assessment sheet 15
Letter 10
IHP 25
EAP 20
Teaching sheets/handouts 20
packet and focusing on school nurse management of the condition. This will be presented at the last Saturday class.