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A Differentiated Practice Model for School NursingTeresa Keller, RN, PhD, is an assistant professor at New Mexico State University, Las Cruces, NM
Jacalyn Wickline Ryberg, RN, PhD, CPNP, is an associate professor at New Mexico State University, Department of Nursing, Las Cruces, NM School nursing is notable for autonomous practice and independent decision-making. School nurses practice within a complex school health services environment that is subject to constant change, the influence of multiple stakeholders, and a chronic state of uncertain resources. Other professional challenges faced by school nurses are a lack of standardized entry education requirement, inadequate theoretical research with practice application, and expanding role responsibilities. Administrative restructuring of school nursing services using a differentiated practice model could be a method to address the challenges of school nurse practice. A model of differentiated school nursing practice is proposed as a starting point for the national school nurse audience to consider this alternative to the master’s entry requirement. School nurse role responsibilities are divided among three levels of practitioners: generalist, master’s prepared, and school nurse policy analyst. Each level features an increased scope of responsibility based on higher educational attainment. Research regarding how differentiated practice has been implemented in other health care settings is described. Implications for the implementation of differentiated practice in school health services are discussed, including the need for cooperation among stakeholders, possible cost considerations, and how school nurse education might be affected.
Key Words: differentiated practice • role differentiation • school nurse administration • school nursing
The Journal of School Nursing, Vol. 20, No. 5,
249-256 (2004) |
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