Handheld computing: the next technology frontier for school nurses.

The purpose of this article is to demonstrate the potential utilization of handheld personal digital assistants for school nurses. Handheld devices and their general uses are described. Clinical programs available through downloading and Web sites with handheld resources are included. Finally, specific handheld computer applications that can be adapted for school nurses are discussed.     

State certification for school nurses.

State-specific credentialing of school nurses is generally equivalent to state teacher certification and is regulated by state departments of education. This certification establishes statewide employment standards for school nurses, as opposed to competency-based professional certification. Although more than half of all states currently have some type of credentialing for school nurses, it takes many different forms. The advantages of certification are pronounced but are surpassed by the barriers to its establishment. Considerations in establishing certification are presented along with analysis of the various forms of certification that exist in states that have school nurse certification.     

Keeping current: computer basics for gastroenterology nurses.

The computer age is here! However, many nurses are not using available computer technology. As the uses of computers increase in work, home, and community settings, nurses need to "keep up with the times." This article provides the gastroenterology nurse with a historical perspective on computer technology, some basic information on computers and computer resources, and encourages the nurse to become computer literature. Gastroenterology nurses need to use computer technology to enhance patient care.     

Oppositional defiant disorder: information for school nurses.

Oppositional defiant disorder, one of the disruptive behavior disorders, has far-reaching consequences for the individual, family, school, community, and society. Early recognition allows interventions geared toward promotion of prosocial behaviors, possibly halting progression to the more deviant conduct disorder. Awareness of this disorder and associated comorbidities is the first step that enables the school nurse to use assessment techniques and to assist in planning of interventions for the child. Children at risk often show tendencies toward oppositional defiant disorder as early as preschool. Interventions should be in place by the elementary school years to interrupt the pathways that may be difficult or impossible to change once adolescence begins. The school nurse can be instrumental in educating staff about risk factors, early associated behaviors, and referrals. Implementation of an individualized healthcare plan targets specific behaviors and provides a means of observing and documenting a child's improvements.     

Health practices of school nurses.

The health practices of school nurses affect our role as advocates and educators to promote the health of youth. This study describes the health practices of a convenience sample of 388 school nurses who attended the business meeting at an annual school nurse conference. A self-administered, 40-item questionnaire identified health practices of school nurses in the following areas: (a). health promoting behaviors, (b). exercise, (c). nutrition, (d). relaxation and well-being, (e). safety, and (f). substance use. The subjects most often avoided tobacco and wore seatbelts. The majority did not maintain their weight or exercise consistently. Statistical relationships were explored among the subscales and background items. These data document the need to design strategies to narrow the gap between actual school nurse health practices and the important health messages being delivered in our schools.     

Professional development and appraisal system for school nurses.

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.     

The significance of herpes simplex for school nurses.

Herpes simplex is a common recurrent viral infection caused by the herpes simplex virus. The two closely related but distinct viruses that cause herpes simplex infections are herpes simplex 1 (HSV-1) and herpes simplex 2 (HSV-2). HSV-1 is commonly associated with infections around the oral mucosa and is the cause of herpes labialis, often referred to as a fever blister or cold sore. HSV-2 infections are usually acquired sexually. Genital herpes is a sexually transmitted disease with the highest prevalence among adolescents and young adults. Knowledge of viral activity, disease management, and community resources will assist the school nurse in developing and implementing strategies to prevent and manage this chronic disease.     

Community-acquired methicillin-resistant Staphylococcus aureus: considerations for school nurses.

Methicillin-resistant Staphylococcus aureus (MRSA) is a disease-causing organism that has been present in hospital settings since the 1960s. However, a genetically distinct strain of MRSA, called community-acquired methicillin-resistant Staphylococcus aureus (CA-MRSA), has emerged in recent years in community settings among healthy individuals. While this organism has been found to be less resistant to antibiotics, it is also more virulent and capable of causing a spectrum of illnesses. School nurses must be aware of the risk factors for this infection and understand its signs, symptoms, diagnostic testing, and management. With this knowledge, school nurses can help protect students, staff, and community members from this increasingly prevalent pathogen.     

Ethical problems experienced by school nurses.

This study explored school nurses' experience of ethical conflict in school nursing through interviews with six school nurses. The study examined how school nurses resolved ethical problems and the rationale used to resolve them. Emergent themes of ethical problems were professional relationship conflicts, delegation to and supervision of health assistants, child protection reporting, maintaining confidentiality, Do Not Resuscitate policy, and pressure to work outside of nursing practice standards. School nurses did not use ethical decision-making models in resolving conflict but demonstrated the use of professional standards, ethical principles, and personal values as rationale to resolve ethical problems. Results of this study suggested that school nurses would benefit from additional knowledge about ethical decision-making models. School nurses would also profit from hearing each other's voices through dialogue about ethical problems and decision making.