Dr. Kathleen M Andresen

This resource provides an overview of population health concepts along with health promotion strategies utilized by advanced practice nurses. Resources are intended to be exemplary, but not exhaustive and introduce the reader to strategies that can be practiced while in graduate school as well as in healthcare settings.
Content is presented in 4 major chapters aligned with the 2021 AACN Essentials of Nursing in the introduction of each chapter.
A crosswalk of content aligned with the 2021 AACN Essentials of Nursing is in Appendix B: Chapter Crosswalk Advanced-Level AACN Essentials
Each chapter contains links to videos and websites to allow the reader to engage with the content through practical examples.

This literature review compiles twelve existing studies that analyze student perceptions of OER quality, as well as student experiences using OER, and extrapolates implications for the development process. The intention is to discover common themes to direct future research into identifying the features that improve student engagement, contribute to academic success, and ensure the future of OER by increasing students’ willingness to interact with OER again

Leading Change in Health Systems: Strategies for RN-BSN Students is designed for practicing nurses pursuing a Bachelor of Science in Nursing. This book is focused on building upon previous knowledge, skills and attitudes Registered Nurses (RNs) related to leadership in healthcare systems. Readers will be able to apply the theoretical knowledge gained from this course in their clinical practice environment.

It is the position of the National Association of School Nurses (NASN) that, where laws permit, unlicensed assistive personnel (UAP) can have valuable and necessary roles as assistants to school nurses. It is the professional responsibility of the registered professional school nurse (herein after referred to as school nurse) to identify UAP in the school setting and to train, evaluate for competency, monitor and supervise the selected individuals. The school nurse is accountable for ensuring continued competency of UAP beyond the initial documented training and for maintaining competency to provide health services to individual students according to individualized healthcare plans (IHPs) and/or district policies. [This document replaces the position statement "Unlicensed Assistive Personnel: The Role on the School Nurse" (Adopted 2002, revised January 2011).]

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in compliance with state nursing laws and/or regulations and guidance. Delegation may occur when the school nurse determines it is appropriate, but such delegation may not be appropriate for all students or all school nurse practice settings. The legal parameters for nursing delegation are defined by state laws that regulate nursing, State Board of Nursing guidelines, and Nursing Administrative Rules/Regulations (ANA, 2012; American Academy of Pediatrics [AAP], 2009).

Nursing programs encounter barriers to clinical education, which may include limited clinical capacity for nursing students. Congestion of clinical placements compounded by multiple external influences prompted a need to develop an alternative approach for meeting program standards pertaining to clinical education. A curriculum improvement project was implemented within a school of nursing with the primary goal of expanding clinical learning opportunities while maintaining program quality. The unique aspect of this project was a comprehensive evaluative design, including qualitative responses from students, faculty, and clinical site stakeholders, as well as standardized student test scores. Augmenting the tools and processes for evaluation of clinical learning required collaboration from the faculty. Project outcomes include expanded clinical capacity, increased variety of clinical learning experiences, and improved quality of the clinical experiences. Collaborative partnerships yielded valuable lessons, which have implications for other nursing programs challenged with clinical placements.

The purpose of this project was to formulate an effective change strategy for head lice management in a group of five separate school districts within one county. Despite a desire to use evidence to support their practice, school nurses often encounter educational system barriers that prevent independent management of health conditions. The use of collaborative community relationships, identification of underlying hierarchy structures in school policy development, and targeted system education were the catalysts for changing beliefs and ultimately policy within these school districts. The focus of this project was to develop a policy change strategy for head lice. The strategy provides direction for successful health policy advocacy using evidence-based practices for other health issues within the education setting.