Standard 2 Aspect F

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. Collaborate with colleagues to support professional learning (N186 and N187 Practicum-Staff Education Areas-CPR, First Aid, Bloodborne Pathogens, Staff Wellness)

---

Collaboration is an essential aspect of school nursing practice as the health of a community involves more than one individual and impacts students, staff and families.  School nurses collaborate with other school nurses to provide continuous nursing/medical coverage for a student with chronic health conditions, with students and families in designing individualized healthcare plans and with community partners to provide medical assistance/referrals outside of the school setting. Most school nurses cover several schools and must depend on unlicensed staff to monitor student health concerns when the credentialed school nurse is not on site.  Thus, training and educating teachers, Licensed Vocational Nurses (LVN) and health aides (for example in diabetic monitoring) is an essential part of the job.  To be effective, school nurses must attend training, inservices and professional organization conferences to stay abreast of the latest information relating to school/child health.  Knowledge gained is then shared with colleagues via hands-on training and seminars to provide a quality “safe school environment” as in provision of CPR and First Aid classes and new staff Orientations.  Excellent communication skills are necessary to share professional knowledge with colleagues. 

DATA  Sources to be Introduced:

• Preceptor Checklist of Student Skills-Professional Management Skills (Form P106/P206)  
• Professional Dispositions (Form P104/P204)
• Employer/Supervisor Survey of Program Effectiveness (Employer/Supervisor Survey)
• N185 Key Assignment:  Orientation Project - Staff Training

Data Source 1

Midterm and Final Semester Fieldwork Evaluation, Preceptor Checklist of Student Skills and Competencies-Professional Management Skills (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

Rationale for Using: 
The checklist assesses specific skills and competencies candidates need for successful practice.  The expectation is that if candidates demonstrate mastery of these skills and competencies while in the program, they will be prepared for when they are in the field.

Specific Items Used for Analysis: 
Items supporting students’ growth in global and international perspectives:

• Item 1: E36-S38 Candidate demonstrates the ability to work in a collaborative and collegial manner with others at the (elementary) and secondary level.  Example skills from the preceptor checklist: E17, E28 and S5, S8.
• Item 2: E34-S32 Candidate demonstrates the ability to advocate appropriately with students and others in the school community to promote healthy behaviors and lifestyles among adolescents and staff. Example skills from the preceptor checklist: E27, E 28  and S15, S16, S17.

Definition of Success: Candidates are rated on a 5-point Likert scale from 5 “Excellent” to 1 “Poor”. The program goal is that all candidates will achieve an Excellent or Very Good rating. 

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

Summary of Findings
From 2017-2020:
E36-S38 Data shows that 98% of candidates achieved an Excellent or Very Good rating.  One candidate received a Good rating and zero candidates rated Fair of Poor.

E-34-S32 Data shows that 98% of candidates achieved an Excellent or Very Good rating.  One candidate received a Good rating and zero candidates rated Fair of Poor.

• Mean average for E36-S38 ranged from 4.80 to 4.91 with a combined mean of 4.87.
• Mean average for E34-S32 ranged from 4.80 to 4.91 with a combined mean of 4.85.

Analysis and Interpretation
Professional Management data demonstrates preceptors perceive that candidates have the ability to advocate appropriately with students and others in the school community in a collegial and collaborative manner to promote healthy behaviors and lifestyles among adolescents and school site staff.

Data Source 2

Professional Dispositions (P104/P204)
The second measure is used by practicum preceptors to measure candidates’ dispositions or behaviors. This is a 5-point Likert Scale. Preceptors are asked to: “Circle the number on the scale that reflects the most accurate description of student application of dispositions.”

Perspective: Preceptor

Rationale for Using: 
Professional Dispositions measures behavior needed for successful practice.  The expectation is that if candidates exhibit these dispositions while in the program, they will also exhibit these dispositions when they are in the field.

Specific Items Used for Analysis:

• Item 1: #5. “Candidate demonstrates a collaborative disposition. (The school nurse must collaborate/communicate meaningfully/effectively with other professionals, school site personnel, members of the community and families in order to effectively meet the needs of children/adolescents.)”   

Definition of Success: 
This measure is a 5-point Likert scale with Excellent to Poor ratings.  Our goal is 100% of the candidates will measure an Excellent or Very Good on Dispositions. 

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

Summary of Findings

From 2017 to 2020:
Professional Dispositions data for Standard 5 demonstrates  98% of candidates achieved an Excellent or Very Good rating.  Two candidates received a Good rating and Zero candidates rated Fair or Poor.

• Mean average scores ranged from 4.79 to 4.91 with a combined mean of 4.88.

Analysis and Interpretation
Data from the Professional Dispositions Survey shows that preceptors perceive that School Nurse Credential candidates demonstrate a collaborative disposition. The school nurse can effectively collaborate/communicate meaningfully/effectively with other professionals, school site personnel, members of the community and families in order to effectively meet the needs of children/adolescents.

Data Source 3

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 students’ ability to learn. The survey 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.” Candidates are rated on a 4-point Likert scale.

Perspective: Employer/Supervisor of Program Completer

Specific Items Used for Analysis:

• Standard 2:  Collaboration in Implementing the Program
  Sponsors of the program establish collaborative arrangements with other institutions and entities that contribute substantively to the quality and effectiveness of the design and implementation of candidate preparation. These arrangements address significant aspects of professional preparation and include collaboration between school nurse preparation program providers and local education agencies.
• Standard 8:  Field Work Experience: The program provides candidates with a broad range of hands-on school nurse field experiences in a variety of settings. Candidates are provided with a preceptor for mentoring and supervision during the field experiences. 

• _{(Employer/Supervisor Survey)}

Summary of Findings

From 2017 to 2020:
The Employer/Supervisor Survey of SNSC candidates demonstrates that Health Services administrators perceive the SNSC program has provided 100% of candidates with a broad range of field experiences in a variety of settings due to collaborative arrangements with other institutions and entities in the community.  

In 2016 school administrators rated the program as 33% excellent in Standard 2 areas but in 2020 the program was given an 85%.

In 2016 school administrators rated the program as 50% excellent in Standard 8 areas but in 2020 the program was given an 77%.

Analysis and Interpretation
The Employer/Supervisor Survey of SNSC Candidates demonstrates Health Services administrators perceive that the SNSC program has provided candidates with a broad range of field experiences in a variety of settings due to collaborative arrangements with other institutions and entities in the community.  There has been a significant improvement in the perception that candidates have been provided with a wide variety of community experiences in fieldwork areas.  We feel this is due to increased visibility and education about the program with preceptors and school administration.

Data Source 4

N185 Key Assignment: Orientation Project/Staff Training

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.  

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.

Program Design:  The school nurse manages school health services.  To adequately supervise and evaluate staff, documentation of orientation and training of legal mandates concerning health areas as well as district protocols must occur.  Orientation should include everything the new employees need to know to make them knowledgeable and productive employees and include the training areas needed for effective supervision/delegation of tasks. Orientation can include everything from team building, performance standards, to health office procedures and is unique to the job setting and district expectations.  

Rationale: 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. 

Perspective: Program Faculty

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

Mean Grades in courses with elements on collaboration with colleagues to support professional learning. 

Mean Grades for N185 Orientation Design Assignment

Analysis and Interpretation
The school nurse manages school health services. To do this school nurse collaboration and communication are essential with students, school site staff, health office staff and community partners such as the Department of Public Health.  To adequately supervise and evaluate health office staff, training of legal mandates concerning health areas as well as district protocols must occur in partnerships with mentor school nurses and preceptors.  Evidence in Standard 2f demonstrates that employers and preceptors perceive that candidates have the knowledge and skill to be effective.

Analysis of Standard 2f Findings 
Program completers engage in professional practice in educational settings and collaborate with colleagues to support professional learning. 
Program completers engage in professional practice in educational settings and collaborate with colleagues to support professional learning. 

Good communication and collaboration with students, staff and community is essential to establish safe and effective learning environments.  Activities include staff orientation, supervision and evaluation as well as education on health and wellness areas in the school community.  School nurses also collaborate on Special Education teams, emergency training such as CPR and First Aid training and work within the community to bring community resources to school sites providing immunization clinics, dental vans, vision services, and coordinating health fairs for students and staff among other activities and projects.

Back to Top