teacher vs school nurse)” HIV/STI and condom use teaching as students may (p.190) knowledge immediately be more comfortable and and at 4 months familiar with healthcare (p<0.5). A change in student professionals. For this intentions when taught by intervention to be effective school nurses was reported in in influencing risk relation to the use of a condom. behaviors, schools should A significant increase was noted utilise school nurses in in technical skills and condom teaching the technical and negotiation skills. Intervention interpersonal skills students taught by school needed for self-protection. nurses reported significant increases in their condom use beliefs at 4 months. Brackney et al. (2015). 1. NR. 4. Adolescents (15- 19 8. School based interventions 10. NR. 13. The school nurse has years). (n=9); Family based the potential to influence USA. 2. Non-pharmocological interventions (n=4); 11. Follow-up or future health prevention of interventions. 5. Type two diabetes. Community based interventions “continued T2 DM. Systematic Review (n=35). (n=7); Clinic Interventions opportunity” for 3. Included: Daily activity; 6. School; Family; (n=15). participants was 14. More research To “determine effective decreasing caloric intake; Community; and Clinic. identified as most evaluating the effectiveness increasing muscle mass; 9. Components for effective effective. Implementing of interventions between interventions for prevention psychological and social 7. School Nurse. intervention strategies include; the intervention in a boys and girls; high school of T2 DM in youth” (p.6) support different types of physical school setting- easily students; and among youth activity; nutrition education; accessible; support at risk of developing T2 DM behavior therapy; cultural from peers an teachers. is needed. sensitivity; and ongoing support i.e. telephone sessions, 12. Transportation to newsletters, periodic meetings. after-school Less common, components community centers; comprised of peer leadership poor school opportunities; CST; and attendance; funding motivational interviewing. and training; environmental. School Based Interventions: Positive results were mainly noted in relation to BMI, weight, fitness levels, cardiac blood
teacher vs school nurse)” (p.190) HIV/STI and condom use knowledge immediately and at 4 months (p<0.5). A change in student intentions when taught by school nurses was reported in relation to the use of a condom. A significant increase was noted in technical skills and condom negotiation skills. Intervention students taught by school nurses reported significant increases in their condom use beliefs at 4 months. teaching as students may be more comfortable and familiar with healthcare professionals. For this intervention to be effective in influencing risk behaviors, schools should utilise school nurses in teaching the technical and interpersonal skills needed for self-protection. Brackney et al. (2015). USA. Systematic Review (n=35). To “determine effective interventions for prevention of T2 DM in youth” (p.6) 1. NR. 2. Non-pharmocological interventions. 3. Included: Daily activity; decreasing caloric intake; increasing muscle mass; psychological and social support 4. Adolescents (15- 19 years). 5. Type two diabetes. 6. School; Family; Community; and Clinic. 7. School Nurse. 8. School based interventions (n=9); Family based interventions (n=4); Community based interventions (n=7); Clinic Interventions (n=15). 9. Components for effective intervention strategies include; different types of physical activity; nutrition education; behavior therapy; cultural sensitivity; and ongoing support i.e. telephone sessions, newsletters, periodic meetings. Less common, components comprised of peer leadership opportunities; CST; and motivational interviewing. School Based Interventions: Positive results were mainly noted in relation to BMI, weight, fitness levels, cardiac blood 10. NR. 11. Follow-up or “continued opportunity” for participants was identified as most effective. Implementing the intervention in a school setting- easily accessible; support from peers an teachers. 12. Transportation to after-school community centers; poor school attendance; funding and training; environmental. 13. The school nurse has the potential to influence future health prevention of T2 DM. 14. More research evaluating the effectiveness of interventions between boys and girls; high school students; and among youth at risk of developing T2 DM is needed.
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