Week 11 Post 1

WSCC: Implications for 21st Century Nurses

• Alignment between health and educational outcomes 
• Keep students healthy, safe, engaged, supported, and challenged

WSCC Model: "Blueprint" for integrating programs guiding policy development and practices in the school setting 

School Nurses report "successful" outcomes in areas of student and employee wellness, health advocacy, professional learning communities, and community support. 

10 Tenants: 

• Health Services- emergency care intervention/assessment, management of acute/chronic illness, referral to access primary care, preventative services, communicable disease control measures, counseling for health promotion, and identification and management of health-related barriers to student learning. 
• Health Education- Provides education to small groups and individuals on topics such as asthma and diabetes to promote healthy life choices, increase compliance with prescribed regimens, and improve student attendance and academic outcomes. Nurse reviews/recommends evidence based health education curricula addressing physical. mental, emotional, and social dimensions of health to help students develop health knowledge, positive attitudes, and skills to make health-promoting decisions, achieve health literacy, and adopt health-enhancing behaviors. Nurse uses data from local, state, and national sources to determine current risks and protective factors for students. 
• Employee Wellness- Nurse works collaboratively with school health services team to provide health information and health promotion activities, may monitor chronic conditions, provide health resources, and referrals. 
• Counseling, Psychological, Social Services-Collaborates with school counseling, psychology, and social work staff to identify student psycho-social problems and provide input/supportive interventions. Cognitive, emotional, behavioral, and social needs of students and families aimed at improving students mental, emotional, social health through assessment, intervention, and referral. 
• Nutrition Environment and Services- promotes integration of nutritious, affordable, and appealing meals, nutrition education, and environment that promotes healthy eating behaviors. Provide education about nutritious foods, monitors menu, and encourages the inclusion of healthy foods on menus, vending machines, fundraising and classroom parties/snacks. Shares dietary needs and restrictions with food service. 
• Physical Education and Physical Activity- Collaborate with physical educator to meet activity goals, provide information about physical activity. help design special programs for students with special health concerns, and advocate for planned, sequential K-12 curricula that promotes lifelong physical activity.
• Physical Environment- Safe physical/psychological school environment supportive of learning by monitoring, reporting, and intervening to correct hazards ; development of crisis intervention/disaster plans; advocate for adaptations for students with special needs. 
• Social and Emotional Climate- Promote positive social/emotional school climate that's sage, healthy, and supportive of learning by advocating for evidence-based k-12 curricula that provide ongoing education to support psychosocial understanding and student support. 
• Family Engagement- Promotes family and school partnerships working together to support and improve learning by sharing opportunities to get involved at school and in the community. 
• Community Involvement- Take leadership role in collaborating with community partners to identify and provide programs to meet health needs of students and families. Can help strengthen collaboration among agencies to review and analyze community data to help make informed decisions.

Nurse=advocate

"Access to entire school community... in unique position to bring stakeholders together to focus on the child through"

https://www.nasn.org/nasn/advocacy/professional-practice-documents/position-statements/ps-wscc

Feeding the Future With Healthy School Lunches

• The National School Lunch Program (NSLP)
• Federally assisted meal program in public and nonprofit private schools and in residential child care
• Nutritionally balanced, low cost or no cost lunches
• 1946-Harry Truman (OK, so public health/chronic illness has gotten worse since then)

Dietary Behaviors and Academic Grades 

• 2019 Youth Risk Behavior Survey (YRBS) said students with higher academic grades are more likely to engage in healthy dietary behaviors  (do not prove causation)

42%of students with mostly A's reported eating breakfast 7 times/week. 20% people with mostly D or F

Ate Fruit or Drank 100% Juice: 62% A. 54% D or F.

Ate Veggies: 66% A. 52% D or F.

*No correlation/significant difference with milk

Did NOT drink Soda: 41% A. 21% D or F

Much research still needs to be done 

Physical Activity/Sedentary Behavior and Academic Grades

• Higher Grades=more likely to be active or not be sedentary 

More Likely to:

-Engage in physical activity for at least 60 minutes per day on all 7 days. 

-Play on at least one sports team

Less Likely to: 

-Watch TV for 3+ hour per day

-Play video games or use a computer 3+ hours per day

*The findings do not show that academic grades are associated with participation in physical education classes on all 5 days

60 Minutes Activity all 7 Days: 24% students with A's/ 20% students with D or F

Play on 1(+) Sports Teams: 66% A/ 42% D or F

Attended PE 5 Days: 26% A/ 23% D or F

Watch TV 3+ hours per day: 15% A/ 28% D or F

https://www.fns.usda.gov/cn