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Support services in the school setting: the nursing model.

C B Steenson, A R Sullivan

    The Journal of School Health
    |May 1, 1980
    PubMed
    Summary
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    This study introduces a new matrix for school health services, integrating support and instruction to better meet the needs of students with disabilities. It emphasizes collaborative professional practice to enhance program access, excellence, and equity.

    Area of Science:

    • Pediatric Nursing
    • Special Education
    • Public Health

    Background:

    • School-based services for students with disabilities are complex and fragmented.
    • Existing models may not adequately address the holistic needs of students requiring both care and coping skill development.
    • There is a need for innovative approaches to integrate diverse services for handicapped students.

    Purpose of the Study:

    • To propose a novel framework for organizing school-based health services for students with disabilities.
    • To enhance the delivery of care and coping skill development through integrated professional practice.
    • To advocate for improved professional preparedness to ensure equitable and excellent programs.

    Main Methods:

    • Development of a support service/instructional intent matrix to visualize service components.

    Related Experiment Videos

  • Implementation of a nursing service delivery model incorporating professional joint-practice arrangements.
  • Analysis of student needs for care and coping skills within the school setting.

    • Main Results:

    • The proposed matrix visually integrates multiple components of school-based services.
    • A network of professional joint-practice arrangements addresses student care and coping needs.
    • The model facilitates a more structured approach to nursing service delivery for handicapped students.

    Conclusions:

    • The support service/instructional intent matrix offers new dimensions for school health services.
    • Professional joint-practice arrangements are crucial for meeting student needs effectively.
    • A call for reciprocal relationships and improved professional preparedness is essential for program advancement.