Transcript Poster Presentation

By Kathy Powell, MSCHA, BSN, RN, NCSN
What is TSNO Excellence in School
Nursing Poster?
Hint: It doesn’t have to be formal researching.
What tips do you have to share from your practice?
Posters are a visual display to provide an opportunity for
discussion and stimulating interest. We want to showcase the
ideas and programs that our varied and talented nurses across
the state use in their School Nurse Practice.
But, I’m not a researcher!
Yes you are. We all are – every day. “I have 10 kids with injures
today. What’s going on? Hmmm all 10 were on the monkey bars
when that happened. Let me check what is happening on the monkey
bars. Is there a metal pole that sticks out? Do the kids need proper
instruction in play on the monkey bars? Is there a lot of pushing and
shoving? What can I do to improve the situation?” BUT It doesn’t
have to be formal researching. What tips do you have to share from
your practice- “I’m getting a lot of kids with headache lately. It’s
testing time. What if I went into the classrooms and teach some
relaxing exercises before tests?” “15 kids come in after lunch with
stomachaches. Is it the food? Are they rushing through lunch so
they have more play time in the heat? What if they had recess before
lunch…” “Kids are hanging out in the halls an hour before school
starts. What if I started a walking club…” “Does honey really stop a
cough?” You get the idea. You are only limited by your imagination.
Ok, but my ideas are nothing special,
anyone can do it!
Even better! Simple ideas are easy to replicate. And other
nurses may not have thought about that. We all are in a money
crunch, so ideas that use the available resources are welcomed.
I tried something but it didn’t work!
That’s ok too. We learn by trial and error. Ask what stopped
the child from benefitting from…? What would happen if…?
Wow, my old reliable go to method didn’t work. What is best
practice now?
The deadline is almost here
I am extending the abstract deadline to October 15th.
What’s in it for me?
Well, besides helping your fellow school nurses and
presenting at your professional organization conference,
this year we will give a $50 gift certificate to #1 and #2
entry and $25 gift certificate to #3 and #4. So hurry and
enter!
For more information watch the PowerPoint and see
the application on our website. www.txsno.org
Guidelines & application form separate.
What Have You Been Doing
in Your Clinic?
H
O
W
?
What
successes have
other nurses
had?
Nursing process is a patient centered, goal oriented
method of caring that provides a frame work to the
nursing care based on problem solving
Background
Usually simple questions that
can be answered in textbooks
or journals.
Examples: What are the
symptoms of elevated serum
potassium? When do the
effects of NPH Insulin peak?
Foreground
Questions answered about
diagnosing treatment or
assisting patients
(students/staff) with
understanding of their disease
or prognosis
Ask the clinical question in PICO(T) format
P = Population
Who are you interested in and what
setting?
(i.e. elementary, high school, K-12, 3rd
graders, students in high school
diagnosed with migraines, students
ages 5-10)
I = Intervention of Interest
(a therapy, diagnostic test,
prognostic factor or risk factor.
i.e. anti-depressants on school age
children)
C = comparison intervention or issue of interest
(optional)
This is only used if there is a comparison of one or
more interventions or no intervention
(i.e. cold cloth and dark room vs. dark room only
for migraine; resting vs. doing nothing; medication
vs. placebo)
0 = outcome
What are you trying to
accomplish, measure or figure
out?
T = time it takes for intervention
to achieve outcome (optional)
In behavior modification programs for high
school students what is the effect of music
therapy compared with environmental changes
(i.e. moving closer to the teacher, provide
separate room or space, restraints, etc.) on
agitation within the 1st semester of the school
year.
P In behavior modification programs for high school
students
I what is the effect of music therapy
C compared with environmental changes (i.e. moving
closer to the teacher, provide a separate room or space,
restraints, etc.)
O on agitation
T within the 1st semester of the school year.
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Research/Evidence-based practice-- current research that
maybe useful and possibly implemented into practice
Practice – innovative strategies for school nurses to
replicate in their schools
Leadership/Legal -- strategies and information to school
nurses to build their leadership skills and/or enhance
their understanding of laws and policies affecting
school health
Health Promotion -- promoting health in today’s fastpaced, dynamically changing environment
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What is the question/concern/issue
What is the reason or significance of this topic
How did you address the issue or problem (Strategy)
What were your findings?
Outcomes or conclusions
Further study or usage (optional)
by
Kathleen Powell, RN, BSN, MS, NCSN
School Nurse, JJ Pearce High School
Richardson, Texas
September 2013
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Numerous high school girls presenting
in the clinic for complaints of menstrual
cramps.
#2 Problem seen in clinic
Missing valuable class time
Against the school district policies to
give over-the-counter medications
Want to encourage students to try nondrug related solutions
Heating pad only treatment available
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TM
ThermaCare Menstrual Heat Patches
used at the high school for menstrual
cramps in the school’s female population
can significantly reduce loss of
educational time over the standard
electrical heating pads.
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Collected data to define problem
Investigate ideas for solution
TM
Acquire ThermaCare Heat Pads for
study
Funded by PTA with donation of 30 pads
for next year
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
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clinic
home
Total
Educational
time lost in
minutes
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2012-2013 School Year
125 girls seen in the
clinic for cramps.
Educational time loss =
5021 minutes.
This averaged out to 40.2
minutes/student lost in
educational time.
+ 18 girls went home
missing an additional
3310 minutes lost in
educational time.
Total Lost educational
time was 8331 minutes
or 138.85 hours.
In teenage girls with dysmenorrhea what is the effect of
using thermal heating patches compared to electric
heating pads on time missed out of class.
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Randomly girls were selected when they came
to the clinic with complaints of menstrual
cramps to receive either treatment with a
heating pad or a ThermaCare Menstrual Heat
Patch.
Due to limited number of heat patches, time
and amount of participants limited
Approximately half were given a heating pad
and half were given a heat patch
Study conducted between September 1, 2013
and November 30, 2013
TM
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Time Period
9/1/13 –
11/30/13
Number of
Participants
Average
Educational
Time Lost
While in
School
Additional
Educational
Time Lost
with
Students
Going Home
Total
Educational
Minutes Lost
Heating Pads
34
68 minutes/
student
250 minutes/
Student *
4562 minutes
or 76 hours
Heating Patch
30
8.5 minutes/
student
0 minutes/
student
255 minutes
or 4.25 hours
* 9 students out of the 34 using heating pads, still went home losing more
educational time – 2250 minutes. 0 students using the Thermal Patch went home –
no additional educational time lost
5000
4500
4000
3500
3000
2500
2000
1500
1000
500
0
Therma Care
Heating pad
educational
minutes lost
home
minutes
Total Loss
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Using the ThermaCare Menstrual Heat Patch
did save on lost educational time vs using a
conventional heating pad
Definitely worth further study on ThermaCare
Menstrual Heat Patches
Would encourage students to try non-drug
related solutions
Other data was collected such as grade and
ethnicity, but not utilized in this research.
Might be valuable in future studies
TM
TM
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Because of the short time of the study, I
continued my collecting of data for the
2013-2014 school year and found that
the problem was increasing – More girls
seen for complaints of menstrual cramps
and more missed educational time
Small sample used – validate with larger
sample
Heat Patches Expensive
Handouts are always welcomed with posters as a
pearl to remember
For more information or to turn in an application
please contact Kathy Powell at
[email protected]