Recognizing the 2023 Fellows of the National Academy of School Nursing.

Membership as a Fellow in the National Academy of School Nursing (FNASN) is the NASN's highest recognition award. At the 2023 NASN Conference, five new Fellows were inducted and now add FNASN to their credentials. This group of exemplary school nurse professionals contributes to school nursing practice in many ways that crisscross NASN's Framework for 21st Century School Nursing Practice™. They each have chosen unique pathways to provide service. The 2023 NASN Fellows are: Eileen Gavin, New Jersey; Jenny Gormley, Massachusetts; Lynne Meadows, Georgia; Kathy Reiner, Colorado; and Sharonlee Trefry, Vermont. The following article outlines each Fellow's unique path to attaining FNASN.

Power of the Past, Celebrate the Present, Force of the Future-Part 6: NASN-The Next 50 Years.

NASN is celebrating 50 years of supporting the health needs of children and the practice needs of the school nurses who provide those services. This is the sixth and last in a series exploring the power of NASN's past, its celebration of the present and preparing for NASN to be a force of the future. This article builds on the historical precedents of NASN's history to develop a vision for its next 50 years. Examining the changing landscape of healthcare provides the outline of NASN's potential to advance child health.

Power of the Past, Celebrate the Present, Force of the Future Part 4: 50 Years of School Nursing Practice-From Then Until Now.

This article is the fourth in the series examining 50 years of NASN's history. It looks at the needs of our students and the practice of school nursing from 1968 through 2018 using the structure provided by NASN Framework for 21st Century School Nursing Practice™. The article examines the destiny of school nursing practice as determined by the needs of our students, the strength and resolve of school nurses, and the education and resources provided by NASN.

Power of the Past, Celebrate the Present, Force of the Future, Part 3: Interview With NASN Leaders.

For Part 3 of the NASN School Nurse series exploring NASN's past, present, and future, Lindsey Minchella interviews NASN President, Nina Fekaris and President-elect, Laurie Combe to discuss their school nursing perspective and philosophies. These three school nursing leaders discuss what is responsible for their long tenure as school nurses, changes witnessed in student health over the years, how NASN makes a difference for students and school nurses, the future of school nursing, and the power of NASN members' voices to improve student health and academic outcomes.

Power of the Past, Celebrate the Present, Force of the Future Part 2: Our Story-NASN's Second 25 Years.

The July 2018 issue of the NASN School Nurse, featured the first in a series of articles exploring the history, examining the present, and visioning the future of our organization in celebration of NASN's 50th anniversary. Part 2 of our historical account reflects on the leadership of a new generation of clinicians, reviewing the major emphases and accomplishments of NASN presidents serving from 1993 to today.

Power of the Past, Celebrate the Present, Force of the Future Part 1: Our Story-NASN's First 25 Years.

In June 2018, NASN begins a yearlong 50th-anniversary celebration. This article is the first in a series exploring the history, examining the present, and visioning the future of our organization. Part 1 provides a historical account of the first 25 years of the organization and uncovers the passion of our past leaders in promoting the profession of school nursing and creating a national unified voice. With its inception in the United States in 1902, school nurses seeking professional affiliation joined where they were welcome. Unfortunately, no single organization was open and willing to speak on behalf of all school nurses. Through partnerships, collaboration, advocacy, sacrifice, and unwavering determination, a group of school nurses leaders successfully birthed our organization. Yes, the 50th anniversary of NASN deserves a celebration!

Origins of School Nursing.

This study investigated the origin and implementation of school nursing in New York City, using traditional historical methods with a social history framework. The intent of this research was to produce a comprehensive historical analysis of school nursing at the turn of the 20th century in order to provide a historical framework to promote the work of school nurses today. Understanding the core fundamental concepts of school nursing from its origins and the significance of the emergence of community support for the role of the school nurse at the turn of the 20th century can inform current policy to back school nursing and school health today.

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 4.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 4 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 4 offers lessons to be learned by reflecting on Ellen Johnsen's experience when she challenged the illegal and unsafe medication administration policy in the Broken Arrow Public Schools. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership: One Courageous School Nurse's Heroic Journey-Part 3.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 3 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 3 describes the publication of the Attorney General's opinion validating the illegality of the school district's medication administration policy, the lawsuit Ellen brought against the Broken Arrow Public Schools, and the appeal of the final decision in that lawsuit. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 2 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 2 describes how Ellen's actions led the Broken Arrow Public Schools to revise its unsafe and illegal medication administration policy, which brought the policy into partial compliance with the nurse practice act but culminated in Ellen losing her job. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Historic Leadership.

School nursing practice establishes itself in the midst of both education and nursing philosophies, ethics, standards, laws, and regulations. Treading these two worlds is difficult at times and requires that a school nurse possess a strong foundational knowledge base, seek professional collaboration, and navigate conflicting professional demands in order to promote student and public safety. This article is Part 1 of a four-part series that recounts the inspiring story of a school nurse, Ellen Johnsen, who did just that back in the 1980s in Broken Arrow, Oklahoma. Part 1 describes the upbringing and early career experiences that molded Ellen into a courageous and tenacious child advocate who rose to the challenge when she found herself in a school setting where tradition and policy were at odds with the nurse practice act and professional standards regarding medication administration. The purpose of this series is to enhance understanding of the legal parameters governing school nurse practice, provide examples of ethical decision making, and review the challenges associated with serving as a leader.

Celebrating the nursing degree pioneers.

In 1961, teenager Sandra McSwein knew what she wanted to do with her life. Coming from a medical family, she was sure that nursing was for her.

Primeras intervenciones higiénico - sanitarias en el ámbito escolar: el caso de Navarra / Primeiras intervenções higiênico - sanitárias no âmbito escolar: o caso de Navarra / Early sanitary and hygienic measures in schools: the case of Navarre

La aparición del movimiento higienista a mediados del siglo XIX, los cambios sociales y educativos ligados al proceso de escolarización que tuvieron lugar en dicho siglo, y el estudio científico de la infancia, desarrollado en el período de entre siglos, propiciaron una preocupación creciente por la higiene escolar. Este artículo pretende describir las primeras actuaciones higiénico - sanitarias, tanto de las autoridades municipales como de las sanitarias y educativas, sobre la población escolar de Navarra en el momento de implantación de un sistema público de instrucción primaria. Como en la mayoría de municipios navarros a lo largo de la Restauración, incluido el de Pamplona, la atención a la provisión de educación primaria estaba sujeta a estrecheces y limitaciones. La situación era, incluso peor, en lo relativo al ámbito higiénico-pedagógico por la escasez de instituciones orientadas a paliar la deficiente salud de los escolares de las clases sociales menos favorecidas. La primera prueba de fuego para las autoridades municipales, así como para el profesorado y el cuerpo médico, fueron las pandemias de cólera morbo de 1855 y 1885. Las repercusiones que tuvieron éstas y otras epidemias, así como las aportaciones y el control realizado, fueron los primeros pasos para la creación, años más tarde, de la inspección médico - escolar (AU)

Com o aparecimento do movimento higienista, em meados do século XIX, as mudanças sociais e educativas ligadas ao processo de escolarização que tiveram lugar neste século e o estudo científico da infância, desenvolvido no período de entre séculos, propiciaram uma preocupação crescente pela higiene escolar. Este artigo pretende descrever as primeiras atuações higiênico - sanitárias, tanto das autoridades municipais como das sanitárias e educativas, sobre a população escolar de Navarra no momento de implantação de um sistema público de instrução primária. Como na maioria dos municípios navarros ao longo da Reabilitação, incluído o de Pamplona, a atenção à provisão de educação primária estava sujeita a privações e limitações. A situação era, inclusive pior, no relativo ao âmbito higiênico-pedagógico pela escassez de instituições orientadas a paliar a deficiente saúde dos escolares das classes sociais mais desfavorecidas. O primeiro desafio para as autoridades municipais, assim como para os docentes e sanitários, foram as pandemias de cólera-morbo de 1855 e 1885. As repercusões que tiveram estas e outras epidemias, assim como as contribuições e o controle realizado, foram os primeiros passos para a criação, anos mais tarde, da inspeção sanitária escolar (AU)

The appearance of the hygienist movement in the mid-nineteenth century, social and educational changes linked to the schooling process that took place in this century and the scientific study of childhood, developed at the turn of the century period, led to a growing concern for school hygiene. This article intends to describe the first sanitary and hygienic measures taken by both municipal authorities as by health and education authorities, on school population of Navarre at the time of a public system establishment of primary education. As in most local governments throughout Navarre Restoration, including Pamplona, the attention to the supply of primary education was dependent on hardship and limitations. The situation was even worse, with regard to hygienic-educational field by a shortage of institutions designed to relieve the poor health of schoolchildren in disadvantaged social classes. The first test for municipal authorities, as well as faculty and medical corps were cholera pandemics of 1855 and 1885. These and other epidemics had consequences that, as well as support and control, performed the first steps for the creation, years later, of the health-school inspection (AU)

A year's work for the children in New York schools.

EDITOR'S NOTE: From its first issue in 1900 through to the present day, AJN has unparalleled archives detailing nurses' work and lives over the last century. These articles not only chronicle nursing's growth as a profession within the context of the events of the day, but they also reveal prevailing societal attitudes about women, health care, and human rights. Today's nursing school curricula rarely include nursing's history, but it's a history worth knowing. To this end, From the AJN Archives will be a frequent column, containing articles selected to fit today's topics and times.This month's article, from the December 1903 issue, addresses school nursing. It was written by Lina L. Rogers, a nurse at the Henry Street Settlement in New York City, who, along with Settlement founder Lillian Wald, established the first school nurse program in the United States. At the time, physicians already visited the city's schools, but Rogers notes that they saw their role as simply one of excluding infected children from the classroom. The nurses' objective was, Rogers writes, "quite the reverse-namely, to keep the child in school." Over 110 years later, we are still trying to convince administrators that the services provided by school nurses are "a part of their educational system which they cannot neglect."

100 years of school nursing in Victoria.

This year celebrates 100 years since the introduction of the Victorian School Nursing Program in 1913 when school nurses were brought in to assist medical officers. School nursing objectives had more of a medical view to health and wellbeing.