Newell Mary E
Kent School District, Washington 98030, USA.
Nurs Adm Q. 2013 Jul-Sep;37(3):254-65. doi: 10.1097/NAQ.0b013e318295f637.
School nursing in the United States has been in existence for many decades but has become increasingly more complex, as student health needs have escalated and the role itself has expanded in scope of practice. Given the changes in health care delivery mandated by the Patient Safety and Affordable Care Reform Act, and the increasing complexity of school nursing practice, it is important to determine whether nurses who enter this area of practice are educationally prepared to do so. The objective of this study was to determine the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and whether they felt adequately prepared to effectively practice as a school nurse. The survey The Perceptions of School Nurses' Educational Preparation: Survey of Washington State School Nurses was sent to school nurses in Washington State. This was a descriptive, quantitative online survey that asked school nurses to assess their initial nursing education and whether their baccalaureate preparation adequately prepared them for this specialty role. There are a total of 17 school nurse standards, and 8 of the standards (47%) were identified as minimally achieved upon graduation. In addition, school nurses self-assessed gaps in their ongoing continuing educational needs, such as needing additional education regarding special education laws (81%), 504 accommodations (90.5%), diabetic care (76%), and delegation skills (68.6%). The findings from this study have illustrated the need for additional didactic and clinical practicum components that could be incorporated into baccalaureate nursing programs to better prepare graduates for school nursing practice in Washington State. Participants were able to identify areas in need of further education within their baccalaureate program, and also during their orientation to the role and responsibilities of a school nurse. Nurse executives must be able to use this knowledge to support staff nurses with an understanding of school nurses' increasing responsibilities to improve both inpatient care and outpatient support.
美国的学校护理工作已经开展了数十年，但随着学生健康需求的增加以及该角色本身实践范围的扩大，其变得日益复杂。鉴于《患者安全与平价医疗改革法案》所要求的医疗保健服务的变化，以及学校护理实践的日益复杂，确定进入该实践领域的护士是否在教育方面做好了准备至关重要。本研究的目的是确定目前在职的学校护士对其护理学学士学位教育的看法，以及他们是否觉得自己已做好充分准备，能够有效地履行学校护士的职责。《学校护士教育准备的看法：华盛顿州学校护士调查》这份调查问卷被发送给了华盛顿州的学校护士。这是一项描述性的定量在线调查，要求学校护士评估他们最初的护理教育，以及他们的护理学学士学位准备是否使他们为这一专业角色做好了充分准备。学校护士标准共有17项，其中8项标准（47%）被确定为毕业时最低限度达到的标准。此外，学校护士自我评估了他们在持续的继续教育需求方面的差距，比如需要关于特殊教育法（81%）、504项便利措施（90.5%）、糖尿病护理（76%）和授权技能（68.6%）的额外教育。本研究的结果表明，需要在护理学学士学位课程中纳入更多的理论教学和临床实习内容，以便更好地让毕业生为华盛顿州的学校护理实践做好准备。参与者能够确定他们在护理学学士学位课程中，以及在适应学校护士的角色和职责的入职培训期间需要进一步教育的领域。护士管理人员必须能够利用这些知识，帮助 staff nurses 理解学校护士日益增加的职责，以改善住院护理和门诊支持。 （注：原文中“staff nurses”直译为“ staff nurses”，可能是特定语境下的表述，未找到确切对应中文术语，保留英文。）
