School of Nursing School Nurse Credential Program

Transcription

1 School of Nursing School Nurse Credential Program Program Assessment for the California Commission on Teacher Credentialing for continuing accreditation for a program leading to the School Nurse Services Credential Specialist Teaching Authorization in Health Contact Information: Dr. Cindy Greenberg cgreenberg@fullerton.edu P.O. Box 6868 Fullerton, CA November 2013

2 Directions for Readers This document is in PDF format. Use the Bookmarks on the left side bar to help navigate through the various parts of the document. Please note that the reader can easily go back and forth between the narrative and the hyperlinked supporting evidence by using the Previous View feature (in the right mouse click menu) or using the Alt + Left Arrow keys. This report is comprised of four sections: Part One is the program s response to the Program Standards. Part Two contains the list of syllabi for each course in the program. Each course is linked to the syllabus in the appendix. Part Three is the program response to the assessment tools the program uses for candidate and program assessment based on the Program s 2010 Biennial Report. The Appendices provide the syllabi and supporting evidence of how each standard is met. 2

3 Table of Contents Directions for Readers... 2 Table of Contents... 3 Part I: Response to Program Standards... 4 Program Standard 1: Program Design... 4 Program Standard 2: Collaboration in Implementing the Program... 7 Program Standard 3: Relationships Between Theory, Research and Practice... 8 Program Standard 4: Preparation to Promote Student Health and Wellness... 9 Program Standard 5: The Sociocultural Context of School Nursing...11 Program Standard 6: Legal and Ethical Aspects of School Nursing Practice...13 Program Standard 7: Preparation for Health Management Responsibilities Within the School Setting...15 Program Standard 8: Field Work Experience...18 Program Standard 9: Assessment of Candidate Competence...21 The School Nursing Competencies...23 Providing health and wellness services (Primary Level Interventions)...23 Providing Direct Care Services (Secondary and Tertiary Level Interventions)...24 Demonstrating Professional Management Skills...25 Part II: Course Syllabi...27 Part III: Program Assessment Summary...28 Assessment Process...28 Mission Statement...28 Key Assessment Tools...29 Measuring Student Outcomes...29 Measurement Instruments...29 Analysis of Candidate Assessment Data...30 Appendix

4 Part I: Response to Program Standards Program Standard 1: Program Design The school nursing services program and any prerequisites include a purposeful sequence of coursework and field experiences that effectively prepare candidates to provide school nursing services to all students to optimize learning. The school nursing services program prepares candidates to understand contemporary conditions of schools and society and how school nursing services need to change and evolve to address these changing conditions. The design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of school nursing. By design, the program provides extensive opportunities for candidates to (a) learn to address the health related educational needs of all students; (b) learn to access and use community resources to address the health related needs and concerns of students, parents, staff, and other members of the educational community; (c) learn to develop and implement plans of care as appropriate to the needs of students; (d) know and understand the roles and responsibilities of school nurses within the educational setting; and (e) to demonstrate their knowledge, skills and abilities with respect to the school nurse competencies as exemplified in the School Nurse Competencies. Standard The school nursing services program and any prerequisites include a purposeful sequence of coursework and field experiences that effectively prepare candidates to provide school nursing services to all students to optimize learning. The school nursing services program prepares candidates to understand contemporary conditions of schools and society and how school nursing services need to change and evolve to address these changing conditions. Program Narrative The California State University, Fullerton School Nurse Services Credential Program is a twenty-five unit postbaccalaureate program. The recommended study plan is parttime and completed in a year and a half (three semesters and one summer session) (see Recommended Study Plan). The program is designed to support the professional development of newly-hired school nurses and fulfill the educational requirements as outlined by the CCTC for the School Nurse Services Credential. Prerequisites include a current RN license and a course in community health which includes 135 clinical hours (see Information/Application packet). The two school nurse specialist courses (NURS 530 and NURS 532) as well as NURS 524 (Pediatric Health Assessment), NURS 526 (Health Care of the Young Family), COUNS 511 (Counseling), SPED 462 (Special Education) and HCOM 461 (Audiology) include knowledge and skills expected of the candidate in the practice setting. NURS 530 is a foundational course. NURS 524 has 40 hours required clinical hours and NURS 526 has field-based clinical experiences built into the syllabus. These courses serve as a foundation for the final school nurse specialist course (NURS 532). All courses are designed to directly relate to expectations within the practicum course (NURS 533L) (see course syllabi for NURS 530, SPED 462, NURS 524, NURS 526, COUS 511, HCOMM 461, NURS 532 and NURS 533L). 4

5 Coursework includes activities to prepare candidates to competently conduct state-mandated screenings which ensure student readiness-to- learn as outlined in the California Education Code and the Nurse Practice Act (see NURS 524 and HCOMM 461 syllabi). The program courses, both in nursing and in other disciplines, prepare and inform candidates of the broad scope and standards of current school nursing practice and prepare candidates to provide school nursing services to all students. Coursework explores contemporary school nurse roles as defined by the program standards including changing demographics of society and the complex, dynamic nature of the nurse s role in schools as reflected in current definitions of practice. The Comparison of Course Input to Program Standards table demonstrates school nurse specialty course input in achieving each of the program standards (see Comparison of Course Input to Program Standards). The Curriculum Matrix demonstrates how course objectives address program Standards 3-8 (see Curriculum Matrix). The design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of school nursing. By design, the program provides extensive opportunities for candidates to (a) learn to address the health related educational needs of all students; (b) learn to access and use community resources to address the health related needs and concerns of students, parents, staff, and other members of the educational community; (c) learn to develop and implement plans of care as appropriate to the needs of students; (d) know and understand the roles and responsibilities of school nurses within the educational setting; and (e) to demonstrate their knowledge, skills and abilities with respect to the school nurse competencies as exemplified in the School Nurse Competencies The design of the program is reflective of state and national standards of school nursing practice. The program course content and the evaluation instruments used in the practicum course reflect the role of the nurse based upon national standards of care and professional performance as delineated by the American Nurses Association (ANA, 2010) and the National Association of School Nurses (NASN, 2011). The nursing coursework (NURS 530, NURS 524, NURS 526, and NURS 532) provides the candidates with a strong theoretical and scholarly knowledge base of all aspects of school nursing including: historical perspectives, standards of practice, frameworks and models for practice, roles (including roles as health educators and in research and the development of evidenced-based practice), collaboration with the community, legal foundations, cultural competence, health promotion and disease prevention, acute care, children with chronic conditions, normal and abnormal behavior and development in children, school health management. 5

6 Selected courses in counseling (COUNS 511), human communication (HCOMM 461) and special education (SPED 462) disciplines round out the program and ensure that professional school nursing is placed in context with the educational systems and integrated with the health/education/human services professionals in the field. Sufficient clinical hours and breadth of clinical opportunities are provided to enable the candidate to master the competencies required for the multi-faceted role of the school nurse. Clinical hours include 135 clinical hours in N 533L, 40 clinical hours in N 524, as well as field-based experiences in NURS 526, NURS 530, and NURS 532. Breadth of clinical opportunities include screenings, health assessments of students, participation in SSTs and IEPs, observations and experiences at preschool, elementary schools, secondary schools and in SELPA classrooms (including vision and hearing impaired classrooms, special education classrooms) and assessment of children in primary care settings. Candidate learning, assignments and experiences which include three Signature Assignments have been designed by experts in the field of school nursing and related disciplines (counseling, special education and human communication) to provide opportunities for students to learn to address the following (see Course Content Related to Standard I Requirements): the health related educational needs of all students; access and use of community resources to address the health related needs and concerns of students, parents, staff, and other members of the educational community; development and implementation of plans of care as appropriate to the needs of students; understanding and implementing the roles and responsibilities of school nurses within the educational setting; demonstration of knowledge, skills and abilities with respect to the school nurse competencies delineated by the CCTC s standard of school nursing education. Signature assignments demonstrate mastery of important school nursing concepts/performance and must be completed with a B or getter grade before the candidate can progress in the program. The signature assignments are the Chronic Conditions of Childhood Packet/Presentation in N 530 (see Chronic Conditions of Childhood Packet/Presentation and grading rubric), the Health History and Physical Exam in N 524 6

7 (see Health History/Physical Exam Write-up and grading rubric), and the School Health Index in N 532 (see School Health Index/Health Promotion assignment and grading rubric). Finally, consistent with the role acquisition and synthesis goals of the school nurse specialist courses, considerable time is spent assisting students in transitioning to nursing practice within the school setting. The multi-disciplinary curriculum facilitates understanding of the views of different disciplines within the practice setting, e.g. educators, special education teachers, speech therapists, counselors, etc. The faculty members who teach the school nurse specialty courses are active members as well as board members of professional school nursing organizations. These affiliations enhance teaching by providing opportunities for the faculty to keep abreast of legislation and state and national trends and issues in school nursing. Program Standard 2: Collaboration in Implementing the Program Sponsors of the School Nurse Credential 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 include collaboration between School Nurse Credential Program providers and local education agencies for purposes of providing appropriate practicum and other fieldwork relating directly to the practice of school nursing. Participants cooperatively establish and review the terms of the agreements, including well-defined roles, responsibilities and relationships. Standard Sponsors of the School Nurse Credential 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 include collaboration between School Nurse Credential Program providers and local education agencies for purposes of providing appropriate practicum and other fieldwork relating directly to the practice of school nursing. Participants cooperatively establish and review the terms of the Program Narrative Two courses in the CSUF school nurse credential program require establishment of collaborative arrangements with other institutions and entities to provide appropriate practicum and fieldwork experiences that relate directly to the practice of school nursing. These courses are NURS 524, Pediatric Health Assessment and NURS 533L, School Nurse Practicum. CSUF defines policy for educational affiliation agreements that enable training programs in clinical and nonclinical settings. NURS 524: To support learning in NURS 524, collaborative agreements are established with primary care clinics (see Contracts). These clinics include pediatric, family practice, school-based and health department family care clinics where candidates, with the support of their mentor are able to practice the health assessment skills that they are learning in class and which are so important in the practice of school 7

8 agreements, including well-defined roles, responsibilities and relationships. nursing. NURS 533L: CSUF also establishes collaborative agreements with school districts throughout the state to provide sites and preceptors for the NURS 533L, the 135-hour culminating practicum experience (see Contracts). The school nurse credential lead faculty member, with input from the candidates, identifies the local educational agency within which a candidate is working or would like to complete their practicum. The School of Nursing Placement Coordinator assures that the SON has an affiliation agreement with the local educational agency. In most instances, candidates receive their clinical experience in the school district within which they work; however, to assure breadth of experience, candidates are often assigned to another district to have clinical experiences their local school district may not offer. The CSUF Office of Contracts and Procurement handles the execution of all affiliation agreements for the university. A Purchase Requisition form is filed outlining the specifics of the request and providing an authorization to the Contracts and Procurement Office to initiate the agreement on behalf of the School of Nursing. This request may come from the Director of the Program, a Faculty member, the Clinical Placement Coordinator, or a Lead person for a particular graduate or undergraduate program. It is recommended to use the Generic Affiliation Agreement approved by the Chancellors Office in 2003 and make the necessary modifications specific to that program and/or facility. In some cases, the different agencies do not accept our agreement and, under special circumstances, we review theirs and come to terms so that we are in compliance with the mandates of the State of California in all regards. An affiliation agreement is the central part of the affiliation relationship between CSUF and another institution, agency or facility and may involve patient care, education, leadership and research. The affiliation agreement delineates the duties of facility, the academic institution, and students with respect to the clinical education experience. The appropriate facility and the partner institution officials must sign and agree to all terms for each affiliation agreement (see Sample Affiliation Agreement). Program Standard 3: Relationships Between Theory, Research and Practice By design, the School Nurse Credential Program provides a variety of opportunities for candidates to reflect, analyze, and implement the relationships between theory and evidence based practice related to 8

9 school nursing. In coursework, school-based observations and supervised fieldwork, candidates examine nursing, education, other theories and research, and their relationship to (a) student health and wellness; (b) school and community health; and (c) student achievement. Standard By design, the School Nurse Credential Program provides a variety of opportunities for candidates to reflect, analyze, and implement the relationships between theory and evidence based practice related to school nursing. In coursework, schoolbased observations and supervised fieldwork, candidates examine nursing, education, other theories and research, and their relationship to (a) student health and wellness; (b) school and community health; and (c) student achievement. Program Narrative The school nurse specialist courses, NURS 530 and NURS 532, are theory and research-based. Nursing and education theory and research are applied throughout both courses. Research papers relevant to the practice of nursing in an educational environment are required reading for both courses. Candidates participate in discussions which apply current research articles to the reality of practice (see Research To Reality Assignment, NURS 530, and Student Facilitated Group Discussions, NURS 532). Candidate presentations on school nurse management of students with chronic diseases focus on current evidence-based practice (see Chronic Condition Assignment, N 530). The non-nursing courses included in the credential study plan also apply theory and research in special education, audiology and counseling to the practice of nursing in an educational environment (see HCOMM 461, SPED 462 and COUNS 511 syllabi). The school nurse specialist courses (NURS 530 and NURS 532) require students to read from a variety of contemporary school nursing, school health, pediatric, and public health nursing resources. Some of these include the Journal of School Nursing and professional organization publications of the National Association of School Nurses, the California School Nurses Organization, and the American School Health Association, the American Academy of Pediatrics and the National Association of Pediatric Nurse Associates and practitioners. Student health and wellness, student achievement and school and community health is the focus of the modules in both school nurse specialist courses. The School Health Index Assignment in NURS 532 provides an opportunity for the candidates to research the health of and plan health promotion for schools in their own communities (see School Health Index/Health Promotion Assignment and grading rubric). Program Standard 4: Preparation to Promote Student Health and Wellness The program prepares candidates to integrate health and wellness concepts in the educational setting to allow students to be in school, healthy, and ready to learn. Candidates are knowledgeable about primary 9

10 (disease prevention and health promotion), secondary (health screening, emergency, and acute care) and tertiary (rehabilitative or palliative care) levels of health care intervention as these relate to students and their families. In order for students to be optimally ready to learn, the program ensures that the candidate understands and can effectively apply the critical concepts of health and wellness within the school setting. These include, but are not limited to: promoting school safety, including disaster preparedness; delivering first aid and emergency care identifying and accessing local community and public health resources; addressing public health issues in the community that may affect schools; addressing student, family and community mental health and wellness; promoting nutrition and fitness; addressing specialized healthcare needs of students, including special education students; understanding child and adolescent growth and development; promoting staff wellness; addressing issues of community and family violence and substance abuse; addressing acute and chronic diseases or conditions within the student population. Standard The program prepares candidates to integrate health and wellness concepts in the educational setting to allow students to be in school, healthy, and ready to learn. Candidates are knowledgeable about primary (disease prevention and health promotion), secondary (health screening, emergency, and acute care) and tertiary (rehabilitative or palliative care) levels of health care intervention as these relate to students and their families. In order for students to be optimally ready to learn, the program ensures that the candidate understands and can effectively apply the critical concepts of health and wellness within the school setting. These include, but are not limited to: promoting school safety, including disaster preparedness; delivering first aid and emergency care identifying and accessing local community and public health resources; addressing public health issues in the community that Program Narrative The credential program builds on the public health nursing competencies that include knowledge of primary, secondary, and tertiary levels of health intervention with students and families. These competencies are reinforced in NURS 524, 526, 530, 532, as well as in the Special Education, Audiometry and Counseling courses. The Curriculum Matrix demonstrates the course objectives that address the standards in these courses (see Curriculum Matrix). The Health and Wellness Concepts in the School Setting table shows where each of the critical concepts of health and wellness listed in this standard are included in the credential courses (see Health and Wellness Concepts in the School Setting). The focus in learning about each of the listed concepts is in keeping students healthy and ready to learn. Examples of indepth learning opportunities in a selection of these categories are listed below. Promoting school safety, including disaster preparedness is addressed in depth in a facilitation discussion in NURS 532 (see Student Facilitated Group Discussion, NURS 532). Delivering first aid and emergency care is addressed in depth in a module in NURS 530 (see N 530 Syllabus). Identification and accessing local community and public health resources is required in the Chronic Disease Assignment in NURS 530, the Course Project in NURS 526 and 10

11 may affect schools; addressing student, family and community mental health and wellness; promoting nutrition and fitness; addressing specialized healthcare needs of students, including special education students; understanding child and adolescent growth and development; promoting staff wellness; addressing issues of community and family violence and substance abuse; addressing acute and chronic diseases or conditions within the student population. facilitation discussions in NURS 532 (see Chronic Conditions of Childhood Packet/Presentation and grading rubric, the NURS 526 Course Project, and Student Facilitated Group Discussion, NURS 532). Addressing public health issues in the community that may affect schools is covered in NURS 530 modules and facilitation discussions (see NURS 530 syllabus). Addressing student, family and community mental health and wellness is the focus of NURS 526 and addressed in COUNS 511 (see NURS 526 and COUNS 511 syllabi). Promoting nutrition and fitness is demonstrated in the School Health Index Assignment in NURS 532 (see School Health Index/Health Promotion Assignment and grading rubric). Addressing specialized healthcare needs of students, including special education students is one of the focuses of the Chronic Disease Assignment in NURS 530 and the Course Project in NURS 526 (see Chronic Conditions of Childhood Packet/Presentation and grading rubric and NURS 526 Course Project). Understanding child and adolescent growth and development is the focus of NURS 526 (see NURS 526 syllabus). Promoting staff wellness is covered in the School Health Index Assignment in N 532 (see School Health Index/Health Promotion Assignment and grading rubric). Issues of community and family violence and substance abuse are addressed in the Course Project in NURS 526 (see NURS 526 Course Project). Acute and chronic diseases or conditions within the student population are addressed in the Chronic Disease Assignment in NURS 530 and the Course Project in NURS 526 (see Chronic Conditions of Childhood Packet/Presentation and grading rubric; NURS 526 Course Project). Program Standard 5: The Sociocultural Context of School Nursing The program provides candidates with opportunities to further develop their understanding of the sociocultural context in which school nurses work. As part of these opportunities, candidates experience the range of diversity represented within the local community including culture, ethnicity, language, age, gender, gender identity, students with special needs, socioeconomic status and value systems. The program assists candidates to formulate strategies for identifying and appropriately addressing social and cultural community issues that affect school health and students abilities to learn. The program 11

12 assists candidates to adapt their approach in order to meet the needs of English learner students and their families. Standard The program provides candidates with opportunities to further develop their understanding of the sociocultural context in which school nurses work. As part of these opportunities, candidates experience the range of diversity represented within the local community including culture, ethnicity, language, age, gender, gender identity, students with special needs, socioeconomic status and value systems. The program assists candidates to formulate strategies for identifying and appropriately addressing social and cultural community issues that affect school health and students abilities to learn. The program assists candidates to adapt their approach in order to meet the needs of English learner students and their families. Program Narrative Nurses are familiar with the cross-cultural nuances of health care, childbearing and childrearing practices, beliefs about health and illness and morbidities and mortalities of various sub-cultures in the United States. This content is a required component of undergraduate education in nursing. Nurses who have their baccalaureate in a discipline other than nursing must complete a community/public health nursing course as a prerequisite to being admitted to the School Nursing program. The School of Nursing at CSUF recognizes the importance of cross-cultural study and incorporates learning about diversity at all levels of nursing education. Exploration of the diversity in contemporary society, including culture, ethnicity, language, age, gender, gender identity, students with special needs and socioeconomic status and value systems, is included in every course included in the School Nurse Services Credential to some degree. Cross cultural nursing theory is discussed and cultural content is included in NURS 530 and NURS 532. Culturally-related application is also made as students complete assignments in these two courses (see NURS 530 and NURS 532 syllabi). The counseling course includes consideration of cultural issues when counseling students (see COUNS 511 syllabus). The health education seminar in NURS 532 considers students diverse cultural, linguistic, ethnic and socioeconomic backgrounds and deepens understanding of challenges and issues related to instructing diverse students. It also helps candidates work to meet the needs of English learner students and their families (see NURS 530 syllabus). In the special education course an assignment requires students to evaluate bilingual/bicultural considerations in teaching minority students with special needs (see SPED 462 syllabus). The credential courses provide assignments and opportunities for the students to deepen their understanding of the socio-cultural context of the school setting (see Curriculum Matrix). The unique health needs of major cultural groups are addressed specifically in NURS 524, NURS 526, NURS 530, and 12

13 NURS 532. The pediatric health assessment course (NURS 524) addresses bio-psycho-social-cultural-gender developmental (age) and economic components as students are taught and participate in taking a complete history and physical exam. In NURS 526, students address cultural variations in individual and family dynamics. NURS 530 includes insights and challenges of providing health care for children with culturally and linguistically diverse backgrounds. In NURS 532 unique health needs of major cultural groups are explored. A text and seminar regarding the culture of poverty is particularly applicable to the practice of school nursing (see NURS 524, NURS 526, NURS 530 syllabi). School nursing is a subspecialty of community health nursing: consequently emphasis is placed upon socioeconomic deprivation and its relationship to the health of children and families and their ability to access health care. Poverty and associated conditions, violence, child abuse, domestic violence, and gang-related activities are discussed in NURS 526, NURS 530 and NURS 532 as they impact the health of the school community, the child, and the family. NURS 532 addresses school district policies, budgets and the economics of education in public schools (see NURS 526, NURS 530, and NURS 532 syllabi). The practicum (NURS 533L) and required field-work in NURS 524 contain required clinical experiences in which students work with families from diverse cultures and ethnic groups. The extensive ethnic and socioeconomic diversity of the school districts in Orange County, as well as throughout the state of California, provide opportunities for the students to experience the socio-cultural diversity represented in school districts. In N 533L Students are evaluated on their ability to offer services in a culturally considerate manner, as they meet the needs of children from various backgrounds; this evaluation also reviews their ability to adapt their strategy for working with English-learner students and their families. In N526 each student is required to do consider cultural implications as they use a variety of screening tools and a culturally sensitive family assessment. In NURS 530 and NURS 532 student experiences with socioeconomic, ethnic and cultural issues are also discussed in the online discussion board and student facilitated discussion forums (see NURS 533L, NURS 526, NURS 524 syllabi and the Preceptor/Practicum Manual). Program Standard 6: Legal and Ethical Aspects of School Nursing Practice 13

14 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. The program helps candidates understand how to apply decision making skills in an ethical manner within situations unique to the school setting. The program encourages candidates to continue to grow and develop as professionals within the area of school nursing. Standard 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. The program helps candidates understand how to apply decision making skills in an ethical manner within situations unique to the school setting. The program encourages candidates to continue to grow and develop as professionals within the area of school nursing. Program Narrative Nurses who enter the field of school nursing come from varied acute care and public health settings, often with very limited understanding of what school nursing practice is and what the laws and regulations are that are applicable to their new practice setting. Emphasis is placed on legal parameters of practice in California throughout NURS 530 and NURS 532 and within the practicum course (NURS 533L). An entire module in NURS 530 is dedicated to legal Issues related to school nursing practice. California Board of Registered Nursing regulation of practice is reviewed as well as applicable Education Code sections related to school nursing (see NURS 530, NURS 532 and NURS 533L syllabi). Other relevant legal codes and regulations are also included in readings from School Nursing, A Comprehensive Text, (Selekman, 2013) a required text in both nursing specialist courses (NURS 530, NURS 532). Legal concepts are applied within class and small group discussion in these courses. Additionally SPED 462 (special education course) and HCOMM 461 (audiology course) note the legal frameworks for practice as they relate to their disciplines (see NURS 530, NURS 532, SPED 462 and HCOMM 461 syllabi). Ethics and their application to practice are covered in NURS 532 with opportunities to explore related concepts and concerns within the practicum course (NURS 533L). Ethical decision-making is promoted through the use of clinical scenarios which are analyzed using ethical theories and principles (see NURS 532 and NURS 533L syllabi, and Preceptor/Practicum Manual). Legal and ethical aspects of school nursing practice are examined during candidate/preceptor/faculty discussions regarding clinical situations encountered during the practicum (NURS 533L). 14

15 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, health research, direct client care, training and supervision of other personnel as applicable, and planning and coordination of healthcare services and programs. The program helps candidates understand and demonstrate a collaborative approach to providing and/or facilitating health-related activities, including acting as a member of a team addressing student achievement. The program provides opportunities for the candidate to demonstrate effective communication, using a variety of supporting technology, with a wide range of audiences including students, staff, parents and community. The program helps candidates apply his/her entry level knowledge of the standard nursing process of assessment, diagnosis, outcome identification, planning implementation, and evaluation specifically within the school setting in order to resolve or reduce barriers to student learning. Standard The program helps candidates understand the school nurse s role in providing health leadership and management, health education, health research, direct client care, training and supervision of other personnel as applicable, and planning and coordination of healthcare services and programs. The program helps candidates understand and demonstrate a collaborative approach to providing and/or facilitating health-related activities, including acting as a member of a team addressing student achievement. The program provides opportunities for the candidate to demonstrate effective communication, using a variety of supporting technology, with a wide range of audiences including students, staff, parents and community. The program helps candidates apply his/her entry level knowledge of the standard nursing process of assessment, diagnosis, outcome identification, planning implementation, and evaluation specifically within the school setting in order to resolve or reduce barriers to student learning. Program Narrative Health Leadership and Management. The program assists nurses in developing expertise in health management responsibilities within the school setting. Content on program planning and evaluation, including needs assessment, is discussed and put into practice as the candidates complete the School Health Index Assignment which is a requirement of NURS 532. In this signature assignment, candidates organize a coordinated school health team, which they lead in the process of evaluating the strengths and weaknesses of a school and choosing and organizing health programs to remediate the weaknesses (see School Health Index/Health Promotion Assignment and grading rubric). Program development is also addressed in HCOMM 461 and NURS 524 in relation to planning hearing, vision and scoliosis screening activities. Budgeting is addressed in NURS 532 as are sources of funds for nursing and other health services. Candidates are asked to examine the sources of funding for nursing and health services and identify district personnel responsible for making fiscal decisions. Grant writing is also addressed in this course (see HCOMM 461, NURS 524, NURS 532 syllabi). Health Research. School nursing students are expected to gather and relate assessment data within NURS 524 (physical assessment), NURS 526 (developmental screening), the school nursing specialist courses (NURS 530 and NURS 532) and the practicum course (NURS 533L) (see NURS 524, NURS 526, NURS 530, NURS 532, and NURS 533L syllabi). 15

16 Candidates relate current research to client health problems in the required School Nurse Management of Chronic Conditions assignment (see Chronic Conditions of Childhood Packet/Presentation and grading rubric). Attention is paid to the incorporation of education research and how and when data may be collected about and from students (children). The school nursing specialist courses incorporate discussion concerning various methods of informing parents about data collection and appropriate methods to obtain parental consent. Nurse researchers are invited to present their current research to the candidates in one of the NURS 532 Saturday class meetings. Posters are presented with a discussion of the research and publication experiences (see Agenda for N 532 Saturday class meeting). Direct Client Care: NURS 530 and 532 emphasize client care in the school setting. In NURS 530, students learn to address the unique health and safety needs of pre-school, elementary and secondary school students to facilitate successful educational outcomes through student facilitated group discussions and through development of a chronic condition management plan. In NURS 532, students also address safety of students as part of completion of a School Health Index Assignment (see Research to Reality Assignment, NURS 530, Chronic Conditions of Childhood Packet/Presentation and grading rubric, and School Health Index/Health Promotion Assignment and grading rubric). Training and Supervision of Other Personnel. This area of practice is covered in NURS 530 in discussion of the school nurse s multifaceted role. Candidates prepare a paper on the school nurse role and their responsibilities in training and supervising other personnel for health care tasks as well as participate in a student-facilitated discussion about this timely topic. Expert guest lecturers discuss this topic with the students in one of the Saturday class meetings. This topic is also addressed in NURS 532 in readings and discussion, and participation in training and supervising unlicensed personnel is part of the practicum (NURS 533L) requirements (see Chronic Conditions of Childhood Packet/Presentation and grading rubric, Agenda NURS 530 Saturday Class, NURS 532 syllabus and Preceptor/Practicum Manual). Planning and Coordination of Healthcare Services. Content on program planning and evaluation, including needs assessment, is a focus of NURS 532 where candidates are required to analyze the program planning process in their own or their preceptor s school districts in the School Health 16

17 Index Assignment. Participation in planning and coordination of healthcare services is part of the practicum (NURS 533L) requirements. Planning and coordination are also addressed in HCOMM 461 and NURS 524 in relation to planning hearing, vision and scoliosis screening activities (see School Health Index/Health Promotion Assignment and grading rubric, Preceptor/Practicum manual, HCOMM 461 and NURS 524 syllabi). The school nursing program courses emphasize coordination within the context of public health and public health nursing models. Collaboration and advocacy, as integral to both, is reinforced. Students participate in candidate-facilitated discussions regarding many aspects of planning and coordination of healthcare services (NURS 530). Candidates demonstrate their understanding of these principles as the coordinators and leader of a planning team in the School Health Index assignment in NURS 532 (see Research To Reality Assignment, NURS 530, see School Health Index/Health Promotion Assignment and grading rubric). Coordination is a key concept in the CSUF School Nurse Services Credential curriculum. This is evidenced by the presence of coursework from disciplines such as counseling, special education, and communication, in addition to the nursing courses required. The school nursing courses emphasize coordination with other disciplines to enhance children s health and learning and to utilize proper referral as needed. This concept is integrated within and is a foundation of all discussion. Acting as a Member of a Team. Addressing student achievement is a major area of coordination for the school nurse. The role of the nurse in addressing health issues impacting student learning is addressed in both NURS 530 and NURS 532, in which the nurse s role in the IEP process is covered. Participation in SST and IEP meetings is required in the practicum course (NURS 533L) (see NURS 530, NURS 532, and Preceptor/Practicum Manual). Application of Nursing Process. Using basic skills in the nursing process of assessment, diagnosis, outcome identification, planning, implementation and evaluation of care, school nurse credential candidates develop care plans to resolve or reduce barriers to student learning. Aspects of this process are covered in NURS 524, 530 and 532, as well as in the practicum experience in NURS 533L. Students discuss and apply the nursing process in every student-facilitated discussion in NURS 530 and NURS 532 (see NURS 524, NURS 530, NURS 532, Preceptor/Practicum Manual, see Research To Reality 17

18 Assignment, NURS 530 and Student Facilitated Groups Discussion, NURS 532). Oral and Written Communication is emphasized throughout the curriculum. Candidates prepare presentations and written materials for students, staff, the community and local school boards. They practice and are critiqued on their presentation skills in class presentations and as facilitators in the group discussions in NURS 530 and NURS 532. Because the students are learning in a technology-rich online environment (online program), they develop advanced skills in utilizing educational technology as well as presentation graphics programs to enhance public presentations. Candidates present their course project research and educational materials (NURS 526) using virtual classroom technology (Adobe Connect) (see Research To Reality Assignment NURS 530, Student Facilitated Groups Discussion, NURS 532, and NURS 526 Course Project). Emphasis is placed on the professional role and image of the school nurse. Professional growth is emphasized in NURS 530 and 532. Although most nurses are already aware and appreciative of the importance of professional growth, professional lifelong learning is addressed within the practicum course. Candidates are expected as part of their practicum (NURS 533L) to demonstrate professionalism in their behavior, appearance, and assumption of responsibility and accountability. They are encouraged to join and participate in professional organizations. Program 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. The program has a clearly defined and systematic process for the identification, selection and assignment of qualified preceptors. The program bases field experience assignments on an individual assessment of each candidate s prior background and experiences. Working collaboratively, course instructors and preceptors encourage and enable candidates to function appropriately and effectively in a school nurse role. Standard 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. The program has a Program Narrative 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. The program has a clearly defined and systematic process for the identification, selection and assignment of qualified preceptors. The program bases field experience assignments 18

19 clearly defined and systematic process for the identification, selection and assignment of qualified preceptors. The program bases field experience assignments on an individual assessment of each candidate s prior background and experiences. Working collaboratively, course instructors and preceptors encourage and enable candidates to function appropriately and effectively in a school nurse role. on an individual assessment of each candidate s prior background and experiences. Working collaboratively, course instructors and preceptors encourage and enable candidates to function appropriately and effectively in a school nurse role. The practicum course (NURS 533L) is comprised of a planned systematic approach to ensure candidates have an excellent preceptor to mentor and supervise. The field experience is based on the candidates prior background and experience, The Lead Faculty Member (LFM) for the school nurse credential program, with input from the candidates, identifies prospective preceptors. The preceptors must be credentialed school nurses who are recognized for excellence in practice as well as leaders in the profession. They must have practiced as credentialed school nurses for at least 2 years. The Preceptor Handbook, developed specifically for the program, outlines the roles and responsibilities of preceptors. The school of nursing placement department works with the university to secure contracts with the preceptor s school districts (see Standard 2 narration). The LFM maintains a preceptor profile containing verification of each preceptor s training and experience as well as an agreement to serve as a preceptor. The preceptors are evaluated by the students and faculty at the end of the semester. Continuation as preceptor is based on these evaluations as well as the extent to which the preceptor meets organized program and course objectives. Students participate in one of three types of preceptorships. On-Site Preceptorship - Total: 135 hours. This experience is designed for the nurse who is not employed in a school setting. The candidate completes the clinical practice component at the preceptor's school(s), working in a collegial relationship, and within community agency experiences, if desired. An on-site preceptorship allows for close, frequent contact between the candidate and preceptor. As a general rule, the faculty makes formal arrangements with the preceptor. Consulting Preceptorship - Total: 15 weeks of full-time school nurse employment. This experience is designed for the nurse presently employed full-time as a school nurse. Part-time school nurses are not eligible nor are nurses employed in other than school settings. The consulting preceptorship allows the candidate to structure his/her work situation to meet clinical objectives with the addition of some experiences which go beyond employment responsibilities. This preceptorship runs the entire semester (15 weeks) with 19

20 the candidate s work setting serving as a focus for clinical evaluation. Combined Preceptorship - Total hours/days determined by faculty. This experience is designed for the nurse presently employed part-time as a school nurse. The percentage of part-time employment is calculated and subtracted from the maximum required hours. This experience combines the candidate s own part-time school nursing practice with a select number of on-site hours with a preceptor. Course objectives are met using both venues. The preceptor serves to oversee both the on-site experience as well as the focus on the candidate s part-time employment. In the later capacity, the preceptor acts as a consultant, periodically talking with and evaluating the candidate s own practice. Two instruments guide the candidate s experiences and ensure a substantive, supervised, guided and evaluated clinical practicum. These instruments are the Clinical Contract and the Student Evaluation Form (see Clinical Contract and Student Evaluation Form). The Clinical Contract is a signed contract listing the observations, experiences, goals and objectives the candidates will participate in and complete during the semester. The candidate starts the semester by individually completing a self-assessment of school nurse competencies and by completing the Student Evaluation Form in collaboration with the preceptor (see Self-Assessment Form and Student Evaluation Form). Using these two tools the candidate and preceptor discuss the candidate s strengths and weaknesses and any competencies in which the candidate has not yet participated or is not yet competent. Using the Faculty Designed Objectives and the Student-Designed Objectives information from the Preceptor Manual, the candidate and preceptor design a field experience program based on the assessment of each candidate s prior background and experiences (see Faculty Designed Objectives, Student-Designed Objectives, and Preceptor/Practicum Manual). Once completed the program is reviewed and approved by a clinical faculty member. This individualized program is then attached to the Clinical Contract Cover Sheet which is completed signed by candidate, preceptor and faculty. A copy is retained by the candidate and the original of both documents are placed in the candidate s file (see Clinical Contract Cover Sheet). In creating this clinical contract the faculty member and preceptor advise each candidate as they select desirable experiences with children of varying ages or with special 20