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SUMMARY OF THE POSITION:
It is the position of the National Association of School Nurses (NASN) that supervision and evaluation of school nurses based upon standards of professional school nursing practice is essential.
HISTORY:
Historically, school nurses were rarely or ineffectively evaluated by supervisors who had little or no knowledge and understanding of the school nurse role. School systems began including professional support personnel in their evaluation process in response to both public pressure and state mandates. The National Association of School Nurses responded to the need for an evaluation tool for school nurses by first developing, An Evaluation Guide for School Nursing Practice: Designed for Self and Peer Review to be used in conjunction with the 1983 edition of, Standards of School Nursing Practice. More recently, Job Performance Evaluation Guidelines for School Nurses was developed (Ackerman, 1995). Most current is the publication of School Nursing: Scope and Standards of Practice, jointly published by the National Association of School Nurses and the American Nurses Association in 2005.
DESCRIPTION OF ISSUE:
In order to meet students’ health needs and to function effectively with school and community team members, School nurses need supervision and evaluation to maintain and improve competence in this independent practice. School nurses have the right to performance evaluations that promote excellence in school nursing practice (Tustin, et al., 2002). Best practice requires that this supervision and evaluation be performed by a registered professional School nurse.
A distinction needs to be made between supervision in the context of employee performance and employment law and supervision in the context of nursing practice and nursing law. In the employment context, supervision may include responsibility to direct or oversee, hire and fire, adjust salaries, or ensure a performance evaluation is done, even though direct input may come from sources other than the supervisor. In the nursing context, supervision is related to the scope of nursing practice as defined by the state’s nurse practice act (Schwab & Pohlman, 2002). It is likewise necessary to “educate school administrators in regard to the laws that regulate school nurse practice” (NASN, 2006a)
RATIONALE:
School nurses are accountable through licensure, under nurse practice acts, for nursing judgments and actions. However, functions performed by school nurses that do not require a nursing license fall under the non-nurse supervisor’s authority as outlined by the employer (Schwab & Pohlman, 2002).
Individual school nurse performance may be enhanced through development of a professional portfolio and/or evaluation of competencies as a part of a performance evaluation. With a professional portfolio featuring current practice and a working plan for professional growth, School nurses are accountable for achieving their own learning objectives and enhancing their own practice (Trossman, 1999; Oermann, 2002). Competencies
- provide direction about what is needed to practice as a school nurse.
- depict the knowledge, skills, and attitudes necessary for the school nurse
- provide a way to measure professional growth, and
- furnish a framework for performance appraisal (Bobo, Adams, & Cooper, 2002).
Evaluations should be formalized and occur at regular intervals to assess both the professional and the program development of the school nurse. In districts without school nurse administrators, self-evaluation through use of an individual portfolio and assessment of competencies or by contracting with a school nurse supervisor in another school district for the nursing component of an evaluation is recommended. School nurses without nurse administrators can take a leadership role in assisting their administration in developing a tool that includes the non-nurse component and self-evaluation component of the performance evaluation.
CONCLUSION:
Enhanced student health and safety and continuous improvement of individual school nursing practice is the ultimate goal of supervision and evaluation (Tustin, Canham, Berridge, Braden, & Starksl, 2002).
References/Resources:
Ackerman, P. M. (1995). Job performance evaluation guidelines for school nurses. Scarborough, ME: National Association of School Nurses.
All Education Schools. (n.d.). Teacher Certification & Licensure. Retrieved March 21, 2008, from www.alleducationschools.com/faqs/certification.php
Bobo, N., Adams, V. W., & Cooper, L. (2002). Excellence in school nursing practice: Developing a national perspective on school nurse competencies. Journal of School Nursing, 18(5), 277-285.
Houghton, C. (2003). A mentoring program for new school nurses. Journal of School Nursing. 19(1), 24-29.
National Association of School Nurses & American Nurses Association. (2005). Scope and Standards of Professional School Nursing Practice. Silver Spring, MD, Author.
National Association of School Nurses. (2006a) Issue Brief: School nursing management of students with chronic health conditions. Scarborough, ME. Author.
National Association of School Nurses. (2006b). Position Statement: Medical services vs.health services in the school setting. Scarborough, ME. Author. Retrieved March 30, 2008 from http:www.nasn.org/Default .aspx?tabid+229
Oermann, M. H. 2002). Developing a professional portfolio in nursing. Orthopedic Nursing. 21(2). 73-78.
Schwab, N. C., & Pohlman, K. J. (2002). Legal and ethical issues: Questions and answers. Journal of School Nursing. 18(5). 301-305.
Trossman, S. (1999). The professional portfolio: Documenting who you are, what you do. Nursing World. Retrieved April 15, 2003 from http://www.nursingworld.org/tan/99marapr/portfolo.htm
Tustin, J., Canham, G., Berridge, J. Braden, D., & Starke, T.(2002). Professional development and appraisal system for school nurses. Journal of School Nursing. 18(4), 229-236.
Adopted: July 1970
Revised: June 1982; June 1985; June 1995; November 2003; June 2008
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