Standard 2 Aspect C

Standard 2:  Program completers engage in professional practice in educational settings and show they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. Create productive learning environments and use strategies to develop productive environments in a variety of school contexts.

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Program management is unique to school nursing and encompasses individual case management of students to designing and managing a large health services program within a school or district.  The school nurse directs the school health services program within the school and community using evidenced based practice and accountability measures for quality, student health and learning outcomes. Program management activities have the goal of providing a “safe school environment” and may include needs assessment, program planning, understanding school finance, policy development and analysis and the training and supervision of unlicensed staff.  Program management involves collaboration with community resources to bring needed services to the school site.  “Safe school environments” encourage better educational outcomes for students.

DATA Sources to be Introduced:

• Preceptor Checklist of Skills and Competencies-Professional Management Skills (Form P106/P206) 
• Employer/Supervisor Survey of Program Effectiveness (Employer/Supervisor Survey)
• Nursing 185: Key Assignment-Orientation Design Project 

Data Source 1

Midterm and Final Semester Fieldwork Evaluation, Preceptor Checklist of Skills and Competencies-Professional Management Skills (Form P106/206)
The first measure is the Fall semester (Elementary) and Spring semester (Secondary) Fieldwork Evaluation, Preceptor Checklist of Skills and Competencies (P106/206)-Professional Management, used by preceptors to evaluate candidates in their fieldwork knowledge at two points.

Perspective: Preceptor

Specific Items Used for Analysis:
Items to support creating productive learning environments include:

• Item 1:  S31 Candidate “Demonstrates the ability to use his/her professional knowledge and skills to promote the overall health of the school community.” Example skills from the preceptor checklist:  E10-14, E26, E29, E31 and S3, S11-15, S31
• Item 2:  S39 Candidate “Express understanding for what is involved in maintaining a comprehensive school health services program.” Example skills from the preceptor checklist: E11, E18,  E23-30  and S1-10, S13-14.
• Item 3:  E33-S33 Candidate “Demonstrates the ability to model evidence-based health care practices in the delivery of school nursing services in the secondary/elementary levels as well as use a theoretical base to guide practice.” Example skills from the preceptor checklist: E14, E18 and S21-23.

Definition of Success:
Candidates are rated on a 5-point Likert scale from 5 “Excellent” to 1 “Poor”. Our goal is to see positive growth from the fall to spring semesters. The program goal is for all candidates to achieve an Excellent or Very Good rating.  

• _{(Professional Management Means)}
• _{(Professional Management %)}

Summary of Findings
From 2017-2020,  S39: Preceptors rated 98.5% of the candidates in Professional Management as having the ability to model evidence-based health care practice.  Three students received a Good rating and zero students received a Fair or Poor rating.  

E33-S33: In addition, 99% of students were rated as understanding the concept of a comprehensive school health services program.  Zero candidates received a Good, Fair or Poor rating.

• Mean averages for S39 range from 4.80 to 4.93 with a combined average of 4.88.
• Mean averages for E33-S33 ranged from 4.80 to 4.95 with a combined average of 4.83.

Analysis and Interpretation
Professional Management scores show preceptors perceive candidates demonstrate the ability to use and model evidence-based productive learning environments in health and wellness areas and use strategies to develop productive learning environments in a variety of school contexts.

Data Source 2

Employer/Supervisor Survey of Program Effectiveness
The Employer/Supervisor Survey of Program Effectiveness is given to District Health Services Administrators who supervise program candidates in the workplace. These aspects look at how the program prepares candidates in assessment areas to improve and support a student’s ability to learn. This is mailed out one year after a candidate completes the SNSC program. Supervisors are asked to: “Rate the following program standards related to the program’s effectiveness in preparing professional school nurses.”

Perspective: Employers/Supervisors of Program Completers

Specific Items Included for Analysis:

• Program Standard 6:  Legal and Ethical Aspects of School Nursing Practice
  The program provides candidates with an understanding of the local, state and federal laws and regulations applicable to the practice of school nursing. The program assists candidates to understand the practice of school nursing within a public educational system, including the structure and authority of school district administration, the scope and practice of school nursing as regulated by the California Board of Registered Nursing, applicable sections of the Education Code, and/or other relevant local, state, and federal codes and regulations.
• Program Standard 7:  Preparation for Health Management Responsibilities within the School Setting
  The program helps candidates understand the school nurse’s role in providing health leadership and management, health education, direct client care, training and supervision of other personnel as applicable, and planning and coordination of healthcare services and programs. This includes emphasis on effective communication skills, team participation, and application of  the standard nursing process as it relates to assessment in order to reduce barriers to student learning.    

Definition of Success:
The SNSC program is rated on a 4-point Likert scale with 4 representing Excellent to 1 representing Poor.  Our goal is supervisors will rate the program a minimum of 3. 

• _{(Employer/Supervisor Survey)}

Summary of Findings
In 2016 and 2020 Employers/Supervisors perceived the SNSC Program as providing candidates with the necessary tools for the provision of a safe productive environment.

• Standard 6 candidates were rated Excellent or Good 88% of the time in 2016 and 100% in 2020.
• Standard 7 candidates were rated Excellent or Good 88% of the time in 2016 and 100% in 2020.

Analysis and Interpretation
In 2016 and 2020, Employers/Supervisors perceived the SNSC Program as providing candidates with the necessary tools for understanding health leadership and management in the application of the practice of school nursing.  However, perception is that candidates have improved in health leadership and management areas from 2016 to 2020.  Candidates understand the local, state and federal laws and regulations applicable to the practice of school nursing and work within them in the provision of health leadership and management, health education, direct client care, training and supervision of other personnel as applicable, and planning and coordination of healthcare services and programs. This includes emphasis on effective communication skills, team participation, and application of the standard nursing process as it relates to assessment to reduce barriers to student learning.  

Data Source 3

Nursing 185 Orientation Design Project
Program management is a key component of professional school nursing as the school nurse is a program manager not only of her school site health office but for all health related areas that impact the school community.  School nurses must be aware of the local, state, and federal laws and regulations applicable to the practice of school nursing and how to implement those laws.  Examples include provision of a safe confidential health office for students and staff, establishing policy and procedures to ensure quality medical care, designing mandated screening programs and training and supervision of staff assisting in health areas.  Program management to ensure a safe environment is integrated into all school nurse coursework.

The Orientation Design Project

Purpose:  To allow the school nurse experience in the design of a school health program including training, orientation, and evaluation of staff under her supervision.

School Nurse Standard 17 states: "The school nurse manages school health services.”  Program management is unique to school nursing and is not stated in ANA program standards.  All school nurses are program managers as it encompasses everything from the case management of individual students to running a large Health Services Department. 

Assignment Scenario:  You have been hired by a new medium sized school district in a rural area.  The district has 6 schools, 2 new school nurses and 2 new LVN/Health Aides.  Up to this point there has been no formalized orientation, training or evaluation provided to the Health Services Staff. You have been asked to design a comprehensive district wide orientation program for your staff.

Perspective: Program Faculty

Definition of Success:
Candidates expected to achieve a GPA of 3.00 or above in Nursing 185. 

Grades in courses focusing on provision of create productive learning environments

Mean Grade in Orientation Design Project

Analysis of Standard 2c Findings
Data shows SNSC Program School Nurse completers create productive learning environments and use strategies to develop productive environments in a variety of school contexts.

School nurses must be aware of the local, state, and federal laws and regulations applicable to the practice of school nursing and how to implement those laws. Examples include provision of a safe confidential health office for students and staff, establishing policy and procedures to ensure quality medical care, designing mandated screening programs and training and supervision of staff assisting in health areas.  

Aspect D →