What is a Curriculum Vitae and Why Do You Need One?

While all nurses likely have a resume, most do not have a Curriculum Vitae or CV. CVs are used to provide a complete picture of your professional history. Resumes are crafted to highlight a candidate's fitness for a particular position. In contrast, a CV is a complete record of one's professional career and accomplishments. A CV is a comprehensive document that, along with your education and job history, is a record of all your professional achievements and activities.

NASN's Medication Administration Clinical Guideline.

Despite the volume of medications that are administered in schools, school nurse guidelines for administering medications in schools lacked the support of empirical literature to guide best practices. Some states issue guidelines that summarize state regulations or dictate the standards and processes. However, state school nursing manuals rely on tradition and professional judgment for suggested medication practices. Medication practices may vary significantly from building to building within a school district. The National Association of School Nurses commissioned a uniform clinical practice guideline (CPG) for the administration of medications in schools based on a systematic review of the literature. The CPG for medications administered in schools provides direction for state school nurse consultants, school districts, and nurses working independently in schools by creating the structure and processes of care to lead to optimal outcomes including increased medication adherence, fewer errors, and decreased morbidity and mortality. The School Nursing Evidence-Based Clinical Practice Guideline: Medication Administration in Schools guide school policy and provide evidence for policy changes for state legislation.

The Huddle: A Daily Dose of Communication.

Teamwork and communication are critical to ensure safe and quality care for students. A huddle offers the team a daily dedicated time to connect with each other. Huddles are short, regular debriefings designed to engage clinical staff in discussions about existing or emerging safety issues. The huddle was already systematically and uniformly part of the daily practice at Akron Children's Hospital's School Health Services daily schedule prior to COVID-19. The pandemic increased the need for the daily huddle. The fluid and frequently changing guidelines, personal protective equipment, and mitigation considerations has increased nursing anxiety and has made regular communication and daily debriefing even more important. Akron Children's Hospital School Health Services has used huddle for over 10 years with excellent quality, team building, and nurse satisfaction outcomes.

Exploring data management content in doctoral nursing handbooks.

OBJECTIVE: While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks. METHODS: A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook. RESULTS: A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks' project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification. CONCLUSIONS: Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars.

Future of Nursing 2030: The Future Is Bright for School Nursing.

The National Academies of Sciences, Engineering, and Medicine recently released The Future of Nursing 2020-2030: Charting a path to achieve health equity. The 2021 report emphasized the role of nursing in addressing social determinants of health and inequities, as well as the need for nurses at all levels to work to their full scope of practice. The report harmonizes with the scope of practice outlined in the National Association of School Nurses' Framework for 21st Century School Nursing Practice. This article outlines how frontline school nurses, state affiliates, and school nurse leaders will adopt the recommendations in their practice and in the schools and communities they serve.

Improving rural disaster response preparedness.

BACKGROUND: Disasters happen in all communities and negatively impact the health and safety of populations if not well managed. Rural health organizations face greater challenges when implementing emergency preparedness policies and need unique resources to help ensure the health of their communities. The purpose of this article is to describe the development and evaluation of an agricultural simulation scenario designed for rural health organizations. METHODS: The agricultural disaster scenario was developed after determining the desired content domains. Forty students from nursing, medicine, public health, and social work participated in a functional simulation using the scenario. Outcomes were measured using a pre-post measurement with one cohort design. Data were analyzed using paired-samples t-tests. RESULTS: Students reported a 30% increase in self-confidence, 38% increase in disaster competence, and 19% increase in interprofessional collaboration competence after the simulation. Statistically significant increases in student scores were noted on all surveys across professions. CONCLUSION: The agricultural disaster simulation is a valid scenario to use for disaster preparation using emergency operations plans.