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A comprehensive resource that addresses the legal issues regarding school health services for school nurses, school administrators and school attorneys. Over 50 topics are included including information on federal laws, compliance, medication administration, professional licensure and malpractice, minor rights and mental health and much more. Over 70 authors include school nurse experts, and education and nurse attorneys. Each chapter is evidence based and peer reviewed by both school nurse content experts and attorneys. Responds to questions submitted by school nurses and school administrators. A reference that will support school nurse and school health practice, enhance care to children and provide guidance to protect the school and school nurse.

AIM This study explored faculty responses to a survey about using technology to teach undergraduate nursing students. BACKGROUND Little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education. METHOD A descriptive correlational design was utilized to explore the relationship between technology use and technological self-efficacy in faculty (N = 272) who teach at Commission on Collegiate Nursing Education--accredited nursing programs. Instruments used were a sociodemographic questionnaire, the Roney Technology Use Scale, and the Technology Self-Efficacy Scale. RESULTS Participants who taught didactic content had moderate technology use as compared to those teaching didactic and clinical/laboratory who reported high levels of technology use. A weak relationship between age and technological self-efficacy (ρ =.127, p < .05) was also found. CONLUSION This research was an initial step in understanding levels of technology use and responses to this challenge by undergraduate nursing faculty.

Background: Schools of nursing have moved to multiple choice test questions to help prepare students for licensure and practice. However, students can buy test banks to help them “get through” nursing school. Accurate assessment of nursing students' knowledge and judgment comprises access to test banks. Method: The purpose of this exploratory study was to gain an understanding about nursing faculty's knowledge concerning test bank security issues, to assess whether publishers were aware of this issue, and vendor's reasons for supplying test banks to students. Results: Overall, the results indicated that the majority of faculty were unaware of student access to test banks, and although most do not use test banks verbatim, general consensus existed that test bank security is a concern. Conclusion: Implications include increasing faculty awareness of test bank access by students, supporting educators to develop their own test bank items, and promoting security of all examinations.

Help your students understand that community/public health nursing skills benefit their nursing practice as well as patient outcomes in acute care This student-friendly, highly visual text expands students’ viewpoints from the client-nurse relationship to a population focus. Acknowledging that population-focused tools and interventions are needed in acute care, as infection rates continue to rise and nurse-sensitive outcome indictors are closely monitored, Cherie Rector weaves in meaningful, real-life examples, case studies, and perspectives to help students understand that transitions in care are critical in today’s healthcare system. Covering a multitude of community and public settings, situations, and populations, the book helps students learn about promoting health, preventing disease (not just treating it), and protecting at-risk populations—including the elderly, the LGBT community, and veterans. This fully updated 9th Edition encourages students to think more globally and covers new innovations and emerging threats to the public’s health.KEY FEATURESNEW! QSEN sections tie key chapter concepts to quality and safety competencies, such as patient-centered care, teamwork & collaboration, evidence-based practice, quality improvement, and informatics, to help students understand the importance of these concepts.NEW! Application to Population Health explores chapter concepts from a population-focused viewpoint and offers current examples of effective population interventions.What Do YOU Think? encourages students to reflect on thought-provoking current topics or dilemmas, enhancing critical thinking skills.Evidence-based Practice demonstrates how current research examples can be applied to public/community health nursing practice to achieve optimal outcomes.From the Case Files presents case study scenarios with application-based questions, challenging students to reflect on assessment and intervention.Perspectives from nursing students, novice to expert public health nurses, faculty members, policy makers, and clients cover commonly held misconceptions about community health nursing and link between skills across settings.Healthy People 2020 highlights pertinent goals and objectives to promote health.Activities to Promote Critical Thinking at the end of each chapter challenge students, promote critical-thinking skills, and encourage active involvement in solving community health problems.Unique Levels of Prevention Pyramid boxes address a chapter topic and describe nursing actions at each of the three levels of prevention to help students understand this basic community health nursing concept. Content from the text is embedded into two integrated digital learning solutions— Lippincott CoursePoint for pre-licensure programs and Lippincott RN to BSN Online for post-licensure programs—that feature experiential, case-based instructional design aligned with the approach of the Ninth Edition. To learn more about Lippincott CoursePoint and Lippincott RN to BSN Online and to see our Video Cases, please visit http://nursingeducationsuccess.com.

In spite of growing bereavement literature, the meaning of the lived experience of parental bereavement is not well understood. This article presents selected findings from a Heideggerian hermeneutic phenomenological study which aimed to describe the lived experience of bereaved parents who experienced the death of a child due to cancer. Conversational interviews were conducted with six parents who experienced the death of a young child due to cancer at least one year prior to participation. The nature of parental bereavement was revealed to be a new state of being into which parents enter immediately after the death of a child and which has no end point. Findings will equip health professionals and others who work with bereaved parents with a deeper understanding of the meaning of parental bereavement.

AIM The purpose of the study was to describe the Connecticut Nursing Collaborative-Action Coalition’s work in identifying and addressing gaps between nursing education and practice based on the Institute of Medicine’s Future of Nursing report. BACKGROUND Massachusetts Nurse of the Future (NOF) Competencies highlight the knowledge, skills, and attitudes/behaviors required for professional nurses. Integrating these concepts into the educational system will prepare the nursing workforce to respond to current/future health care needs and population health issues. METHOD Education and practice partners in four regions conducted a gap analysis of the education to practice transition for new graduate nurses using NOF as a framework for assessment. RESULTS Gaps in competencies were similar across regions. However, each organization uniquely addressed curricular gaps to best prepare nurses of the future. CONCLUSION Curriculum improvements will provide students the advantage of being prepared for the rapid changes happening in health care. Copyright © 2017 National League for Nursing