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The Journal of School Nursing
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Feature Article

The Healthy Learner Model for Student Chronic Condition Management—Part I

Cecelia DuPlessis Erickson, RN, MPH

Cecelia DuPlessis Erickson, RN, MPH, is a public health consultant based in Minneapolis, MN. At the time of research, she was a nursing service manager with Minneapolis Public Schools/Health Related Services, Minneapolis, MN

Patricia L. Splett, PhD

Patricia L. Splett, PhD, is an evaluation consultant employed by Splett & Associates, St. Paul, MN

Sara Stoltzfus Mullett, RN, MPH

Sara Stoltzfus Mullett, RN, MPH, is a public health consultant based in Bemidji, MN. At the time of research, she was executive director of Student Support Services with Minneapolis Public Schools, Minneapolis, MN

Mary Bielski Heiman, RN, MS, CNS

Mary Bielski Heiman, RN, MS, CNS, is a nursing service manager employed by Minneapolis Public Schools, Minneapolis, MN

A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students’ chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.

Key Words: chronic care model • chronic health conditions • collaboration • evaluation • evidence-based practice • school nursing

The Journal of School Nursing, Vol. 22, No. 6, 310-318 (2006)
DOI: 10.1177/10598405060220060201
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