Curriculum Vitae

Beth Harpster, RN, BSN, BS

bethharpster@gmail.com

 

EDUCATION

The Ohio State University

School Nurse Professional Pupil Services Licensure Certificate (set to complete 4/2020)

 

The University of Michigan School of Nursing Magna cum Laude

Bachelor of Science in Nursing, Accelerated Second Career Program

 

The University of Dayton Magna cum Laude

Bachelor of Science in Environmental Geology; Minor in Spanish

 

LICENSE AND CERTIFICATION

 

State of Ohio Board of Nursing Registered Nurse 

Academy of Lactation Policy and Practice Certified Lactation Counselor (expired)

American Heart Association ACLS and BLS for the Healthcare Provider Certified

 

PATIENT CARE EXPERIENCE

 

4 Ross Cardio-Thoracic / Open-Heart Surgical Floor  (July 2009 – April 2013)

Clinical Nurse II in a 30 bed, high-acuity unit modeled around the universal patient-bed. Nursing care here specializes in the pre and postoperative care of adult patients undergoing a wide variety of often very complex cardiac and thoracic surgical procedures and ECMO. Typical patients here have extensive and complicated medical histories and illnesses. As a nurse on 4 Ross I:

  • Create part of a cohesive team of surgeons, doctors, nurses and therapists who work together to ensure patients receive the best care possible
  • Ensure that patient satisfaction comes first. 4 Ross has repeatedly been awarded for its outstanding customer satisfaction scores.  I am proud to say I am a part of the that success
  • Communicate medical information adeptly to patients and their families
  • Perform frequent patient assessments in a  high acuity environment where a patient’s status can change rapidly while managing to group cares to minimize patient stress and maximize recovery
  • Manage and closely monitor patients on vasoactive drips requiring titration as well as titrating insulin and heparin drips
  • Exhibit competence in performing and assisting in bedside procedures including, but not limited to, ventricular assist device (VAD) driveline care, bedside cardio versions, chest tube insertion and removal, internal pacing wire removal, central line placement and care, urinary catheter insertions and removal, peripheral IV placement, surgical wound care, surgical drain care and removal, and cardiac arrest code management

 

Pediatric Cardio-Thoracic Intensive Care Unit (PCTU), University of Michigan Congenital Heart Center (August 2004 – April 2006). 

Clinical Nurse in a 15 bed tertiary care center specializing in the medical and surgical care of neonates, infants, children, adolescents, and adults with congenital and acquired heart disease.  Patients travel here from around the world to undergo the most progressive surgical and catheterization interventions. After an extensive and thorough six month preceptor orientation, I:

  • Embraced the philosophy of family-centered care to empower families to participate in the decision making and care of their child or loved one 
  • Performed complex physiologic patient assessments in a high intensity environment for high acuity patients with rapidly changing status
  • Recovered patients in their immediate post-operative state as they came directly to the PCTU from the operating room
  • Cared for patients with extremely complex cardiac physiology
  • Became familiar with technologically advanced equipment and instrumentation including ECMO, CRRT (PRISMA), VADs, invasive hemodynamic monitoring, and cerebral perfusion monitoring

Beth Harpster, R.N.               bethharpster@gmail.com   page 2

  • PCTU continued:
  • Accompanied patients to and assisted with cath lab and interventional radiology procedures
  • Assisted with routine and emergency intubations
  • Managed patients who were mechanically ventilated
  • Regularly cared for patients with a tracheostomy
  • Administered peritoneal dialysis on a regular basis
  • Became competent in performing and assisting in sterile bedside procedures including, but not limited to, open chest dressing changes, chest closures, chest tube insertions, central line placement, dialysis line care, and urinary catheter insertions 
  • Learned to group patient cares as to minimize patient stress and maximize patient rest periods
  • Acquired a solid base of knowledge of all body systems 
  • Gained a broad experience with other illnesses and disease processes when the PCTU managed the PICU overflow
  • Became competent in the use of the Medfusion and IVAC infusion pumps
  • Exhibited competency in capillary and arterial line ABGs
  • Practiced in close partnership with the cardiologists, cardiothoracic surgeons, and fellows to provide individual support and education to families and patients throughout their intensive care admission
  • Am still in contact with a number of patients and their families since leaving my position at U of M

 

OTHER HEALTHCARE EXPERIENCE

 

University of Michigan, Mott Children’s Hospital (March 2002 –September 2002).  7 Mott Unit Clerk.  Responsible for maintaining organization and flow on a busy pediatric hematology, oncology, and bone marrow transplant unit.  Duties included, but were not limited to, updating and maintaining patient census on the hospital mainframe, processing admissions and discharges, entering patient care orders into computer system, organizing and filing patient charts, processing doctor and pharmacy orders, assisting nurses, scheduling patient appointments and transportation, and customer service representative.  

 

University of Michigan, Mott Children’s Hospital (August 2000 – September 2001)Child Life Volunteer, Cardiology and Oncology units.  Worked with the Child Life Therapists to engage children in play therapy and to promote healthy activities as a means of providing a more normal environment for sick children.  I was involved in both bedside visits and playroom activity coordination.

 

Vanderbilt University Children’s Hospital (September 1996 – May 1997).  Child Life Volunteer and NICU “Cuddler”.  Both placements included close interactions with patients, their families, and the medical staff.

 

Family Care (May 2000 – December 2005).  I have been intimately involved with the care and advocacy of a pediatric cancer patient that began even before his diagnosis when I first discovered the mass in his belly.  Duties include post-operative care of wounds, dressing changes, home IV antibiotic administration, monitoring vital signs, cleaning and flushing central lines, accompanying patient to chemotherapy sessions, assisting with baths and personal care, patient and family education, fundraising, and support for the patient, his parents and three siblings.  

 

PROFESSIONAL EXPERIENCE

 

RMT, Inc. (January 2001 – August 2002).  Environmental Scientist.  Primary responsibilities included completing due diligence assessments, providing environmental compliance outsourcing to key clients, and performing soil, water, and air sampling.  Additional responsibilities included the management and analysis of project field data, report writing, proposal preparation, and communication with clients, regulators, technical staff, and contractors.  

TolTest, Inc. (August 2000 – January 2001).  Associate Geologist.  Responsibilities included coordinating project setup, communication with clients and contractors, performing environmental site assessments, baseline environmental assessments, and writing reports pertaining to these activities.  Additional duties included calibration and diagnostic maintenance of environmental instrumentation.

Nutrition Education Plan

As published on the Ohio Department of Education webpage The Ohio Revised Code (ORC) 3313.60 states that the board of each cooperative education school district shall prescribe a curriculum for all schools under its control for health education. The health education curriculum must include:  The nutritive value of foods, including natural and organically produced foods, the relation of nutrition to health, and the use and effects of food additives…

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Health-Education/Overall-Health-Education-Curriculum-Requirements.pdf.aspx

 

Nutrition education is viewed as a key factor in preparing students for the world. So much so that the state curriculum mandates that “health, one-half unit, which shall include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health” are required for graduation from an Ohio high school.

 

A school nurse (SN) has ample and varied opportunities and roles to contribute to the mandate of student education on natural and organically produced foods. One of the best ways to promote health education is to find teachable moments to educate the healthy students. For example, inquiring what a student chose for lunch or breakfast and dispensing information to the child, having healthy snacks available for students, and looking critically at what foods are being offered to children compared to what foods they are consuming, and conversing with kids about the choices. Providing listings of community resources to students and families who may suffer from food or nutrition scarcity. Additional opportunities are to educate teachers and classroom staff on ways to have classroom celebrations without sugary treats, and ways to incorporate nutrition education into classroom habits.

 

There are some more in depth ways that a SN can collaborate with other school professionals to work towards this state mandate for an elementary school. A school nurse can join forces with those that create the school or district’s health and nutrition choices for both school lunch and vending. This can include assisting in critiquing and choosing a food vendor, menu options, and monitoring for food and allergen safety. A SN may be aware of national health goals such as those from the CDC’s Healthy Schools initiative and Healthy People 2020 that can be shared with the staff to help create an environment where a child can easily make a healthy food choice. Examples may be a SN suggesting limiting beverage options to water and milk, or another low-sugar option, placing fruits and vegetable near the start and ends of a food line, ensuring nutrition information is posted with the food display, or a SN could make an indication mark on food items that meet child nutrition guidelines. With this in mind, publishing an email or a newsletter to update and educate staff on a regular basis could be an excellent way to inform staff of the virus-du-jour and include a staff education piece.  Both the CDC and the USDA offer many free printable resources for teachers and classrooms which can enhance nutrition education efforts.

 

Another ground-level collaboration can happen when the SN gets involved with curriculum development for all school subjects. A few examples are working with language arts faculty to make sure that reading food nutrition labels and critiquing food advertisements is part of the LA curriculum. Using calories (+) and activity (-) in math class for math problems involving making healthy food choices that balance calories with activity. Or, the SN can join with the science teacher to create some experiments to look at soil health, organic soils and fertilization methods, sprouting and growing seeds. A SN can start a school garden, or invite a farmer in for a guest speaker. A grade school I am familiar with incorporates naturally growing foods and nutrition learning into the foreign language program. The spanish classes start, grow and tend a salsa garden of peppers, onions, cilantro, garlic, corn and tomatoes. At the start of the following school year they harvest the vegetables and fruits and make salsa for a cultural celebration. Nutrition education is a vital to the success of students and should never be limited to a single lesson plan or class. A student garden can be a great segway to starting a “farm to table” initiative for obtaining fresh, local fruits and vegetables in a school and community.

 

Evaluation of such efforts can be measured by data collection of metrics such as number of healthy food offerings in the lunch program, a tally of student food choices before and after education, inquiry with food service team to watch for an increase in fruits and vegetables served and consumed at school.  For older elementary students a quiz can be given to assess for learning success.

 

Resources: 

Centers for Disease Control Healthy Schools retrieved April 13, 2019

https://www.cdc.gov/healthyschools/nutrition/schoolnutrition.htm

 

Centers for Disease Control Tips for Teachers. Retrieved April 15, 2019 from

https://www.cdc.gov/healthyschools/npao/pdf/tips-for-teachers.pdf

 

Healthy People 2020 Nutrition and Weight status retrieved April 14, 2019 from 

https://www.healthypeople.gov/2020/topics-objectives/topic/nutrition-and-weight-status

 

Ohio Revised code retrieved April 10, 2019

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Health-Education/Overall-Health-Education-Curriculum-Requirements.pdf.aspx

 

USDA Food and Nutrition Services Team Nutrition. Retrieved April 11, 2019 from

https://www.fns.usda.gov/tn/serving-myplate-yummy-curriculum

IHP Example – Immigrant

 

Individual Health Care Plan #2 2019-2020

Recent Immigrant, Unaccompanied Minor with Sponsor

 

Hernandez, Sylvia DOB 10/13/2005 14yrs Allergies: NKDA

8B Mrs. Raimiras

 

27 Woodside Dr.Columbus, OH 43214 IHP Date: 7/29/2019 Review Date:

Mother Cell Parent Approval (sign):

Father Cell Physician Approval: 

Emergency Contact Grandmother Alba Gracia  614-839-0514 Nurse Approval:

 

History: Sylvia Hernandez is a 14 year old female recently arrived to the U.S. as refugee from Guatemala. She is currently living with her grandmother, Alba Gracia. Alba also came to this country as a refugee. Sylvia reports it took her 17 months to make it into the US. Sylvia has beginner level English language speaking and comprehension. Her grandmother speaks only Spanish. Sylvia states she has had vaccinations, but has no records available. Present health status to be assessed. Sylvia and Alba have no other family in the area. They have been relocated here through the Roman Catholic Charities. This School Nurse will work with available social services to establish a plan to assess and address basic and immediate needs, health needs, social integration, with an end goal of self-sufficiency and educational success.

 

Medications: none

 

IHP: IHP is necessary due to lack of health history and no known immunization information.

 

Restrictions: none

 

Health Needs:Immunization restart and/or titers drawn. Determine TB risk assessment and screening r/t high risk country of origin. Dental screening. Vision screening. Health history and physical assessment including nutrition status. Mental health screening r/t hx violence and trauma. 

 

Nursing Dx. Goal: The student will Nursing Intervention Evaluation
Risk for social isolation r/t family separation and recent immigration  Identify social resources and support systems available.

Attend a Latino student support group at school.

Be available to attend and introduce Sylvia at the Latino student group if she would like. Show positivity and support with Sylvia for her efforts to meet new people. Always greet Sylvia by name and with a welcoming smile to infer welcoming and acceptance in her new community. At 6wk follow-up Sylvia hopes to list 2 friends to whom she feels comfortable reaching out or with whom she has made friends. She will have attended a Latino student group activity.
Risk for PTSD r/t witnessed gang and sexual violence in country of origin.   Work with SN to develop a short-term plan for immediate situational needs. Speak with a counselor at the immigrant advocacy center. Develop a plan with Sylvia to assess her current needs are:food, shelter, clothing, school supplies, etc. Connect her with community resources. Follow-up to ensure steps have been taken to maintain a safe living environment with necessary supports.  Sylvia will have established contact with necessary social services. She will have adequate school supplies and clothing for starting school. Securing basic needs helps bring a sense of safety and control of her situation.
Risk for acquiring or spreading infectious disease r/t unknown immunization status Obtain necessary vaccines or evidence of immunity. Work with Sylvia to make an appointment at community health center and ensure she has transportation. Be available to attend appointment with Sylvia.   Sylvia will be able to provide necessary vaccine records and immunology reports to school.  

Community Resources:

http://appsforrefugees.com/#  safe smartphone apps for refugees

 

BRYCS-Bridging Refugee Youth & Children’s Services (888) 572-6500

https://brycs.org/refugee-portal/

 

Mental Health America of Franklin County 614-221-1441

Provides mental health screening, support, advocacy, and referral to community resources.

https://mhafc.org/get-help/informacion-en-espanol/

 

NetCare Access: If you or someone you know is in crisis now, seek help immediately. Call NetCare Access at (614) 276-2273 to reach a 24-hour crisis center or dial 911 for immediate assistance.

 

Community Refugee and Immigration Services (CRIS) (614) 235-5747

CRIS is an independent non-profit organization that serves the growing refugee and immigrant populations in Central Ohio. Our wide array of programs and services aim to facilitate sustained self-sufficiency and successful integration for the people we serve.

 

US Together (614) 437-9941

 Coordinate, organize, and initiate services to immigrants and refugees through education, advocacy, support services, information, referrals, and networking opportunities in order to strengthen the community that we live in

 

National Families Together Hotline (866) 378-2667

The National Families Together Hotline helps to reunite families who have been separated upon entry to the United States. It is staffed by volunteers from 9am- 5pm CST but callers will be able to call and leave voicemails 24 hours a day

 

Directions for Youth and Families (614) 294-2661

Columbus OH | Healthcare & Mental Health, Education & English Classes, Emergency & Other, Children & Teens

 

Ohio Hispanic Coalition (614) 840-9934

Columbus OH | Community, Healthcare & Mental Health, Citizenship & Immigration, Education & English Classes, Emergency & Other, Children & Teens

 

Ohio Latino Affairs Directory (614) 466-8333

The ‘OLAnet’ is the online Ohio Latino Affairs Directory, which can be used to find local Latino Serving Organizations near you. 

 

References

 

Montecel, Maria (n.d.). Intercultural Development Research Association: Immigrant Students’ Rights to Attend Public Schools. From http://www.idra.org/images/stories/eBook_Immigrant_Students_Rights_to_Attend_Public_Schools.pdf

 

United States Conference of Catholic Bishops (2018). Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel. From: https://brycs.org/toolkit/refugee-children-in-u-s-schools-a-toolkit-for-teachers-and-school-personnel/

 

United States Conference of Catholic Bishops (2018). Refugee Resettlement: The Who, What, Where, When & Why. From: https://brycs.org/migration-resettlement-awareness/refugee-resettlement-the-who-what-where-when-why/

 

USAHello find refugee resources in your area. From 

https://findhello.therefugeecenter.org/#/resources/14276

 

IHP Example CHD/SVT

Individual Health Care Plan 2019-2020

Cardiac Alteration – Supraventricular Tachycardia

 

Susie Q Student DOB 9/16/2010 9yrs Allergies: NKDA NCH Cardiology 614-722-3347 Dr. Fitzsimmons

3B Mrs. Thompson

 

22547 Eagle Trace Columbus, OH 43214 IHP Date: 6/24/2019 Review Date:

Mother Cell 614-274-8853 Parent Approval (sign):

Father Cell 614-295-0743 Physician Approval: 

Emergency Contact Grandmother Jenny Smith 614-839-0514 Nurse Approval:

 

History: Susie is an otherwise healthy 9 year old female with a history of SVT x 4years.First presented with Susie “telling her mother her heart was running a race.” S/P catheter ablation on 4/12/15. Susie continues to have episodic bouts of SVT. 3 of the 4 cleared with vasovagal maneuvers, one required chemical cardioversion. Susie is a fraternal twin, sister is in neighboring classroom. Older sibling in 6th grade. Susie lives at home with both parents and a family dog. Her Mother is a physician. Assessment and growth chart comparison showed Susie is 88%height, 58%weight, healthy BMI. Her teachers describe her as a good student with many friends. She is reading at grade level.

 

Medications: Metropolol ER 75mg, multi-vitamin

 

IHP: IHP is necessary for Susie because of the potential for cardiac arrhythmia while at school or participating in school activities.

 

Restrictions: In the absence of SVT, Susie’s cardiologist has placed no activity restrictions.If experiencing SVT it is important that Susie be cared for by the nurse and not exert herself. 

 

Nursing Dx. Goal: The student will Nursing Intervention Evaluation
Risk for decreased cardiac output r/t SVT arrhythmia  Recognize when she is experiencing tachycardia 1)Educate Susie on feelings of normal heart rate and how to take a pulse

2)Educate Susie on tachycardia and how a tachycardic pulse may feel

3) Review symptoms Susie has felt in the past with known episodes of SVT

Susie can properly identify if she is in a normal rate as verified by a pulse check. 

Susie will alert her teacher or nurse when she feels symptoms of tachycardia

Risk for falls r/t dizziness and poor perfusion and impaired gas exchange brought about by SVT Place herself in a seated or lying position on the floor when she feels symptoms of her arrhythmia and alert a staff member 1)Discuss procedure with Susie for what to do at school during an episode of SVT and why her safety is important

2)Define who are appropriate people to alert of her symptoms

Susie can list 3 possible people she can count on and alert in the event of feeling like she has SVT. Susie demonstrates some safe places or positions in the event of SVT.
Risk for anxiety r/t illness / cardiac arrhythmia that can occur without warning AEB hesitation to participate with peers in activity Participate freely in physical and social activities 1)Inform teachers that without symptoms of SVT there are no activity restrictions

2)request teachers monitor Susie for s/sx of anxiety

Susie participates in her school day activities without hesitation of s/sx of feeling anxious

Emergency Action Plan for SVT

Susie Q Student (+ picture of Susie)

Age: 9rs old DOB: 9/16/2010

Grade 3

Nurse: 614-ccc-cccc  Mom: 614-xxx-xxxx  Dad: 614-xxx-xxxx

 

IF THIS HAPPENS DO THIS
Susie complains of feeling her heart race, or she appears dizzy, lethargic, pale and clammy, nauseous  Help Susie to sit or lay in a safe place on the ground

Notify the nurse

Take note of the time

Check Susie’s pulse

Susie’s pulse is >160bpm at rest Call the nurse

Note the time

While waiting for nurse instruct Susie to “bear down” (hold breath and push out without exhaling)

If available send someone for a bag of ice then hold bag of ice to face and neck for 20 seconds

Susie’s pulse is >160bpm for 30 minutes

Nails or lips are blueish

Susie is lethargic or unable to respond appropriately

Call 911
Any episode of suspected SVT Notify mom and dad

 

Sample letters to school community

Letter Samples – (not from template or form, my own work)

May 2019

Dear Parents and Guardians,

Congratulations! You and your family excelled through another school year. Before we 

wrap up the school year I wanted to send you off with a few tasks and dates in mind for the summer, especially for those of you with children who will play school sports.

  • Did your child have a vision or hearing referral this year? It’s not too late to follow up on those. Please use the hopefully less hectic summer months to have your child seen if they have not been already.
  • Pediatricians’ offices get very busy in the fall. Consider scheduling your child’s check up for summer. School sports, medication, and treatment forms are good for 1 year, so summer is a great time to complete them. If you go don’t forget these [attach sports physical, medication forms, treatment plan forms and link to web forms]
  • [attach vaccine requirements]

 

Thank you for all of your cooperation this year. Your involvement makes a difference.

 

July 2019

Dear Parents and Guardians,

I know, I know – you don’t want to hear about it yet, but August will be here before you know it.  This is a gentle reminder if your son or daughter is playing middle school or high school sports they must have an updated physical form on file before they will be allowed to practice. Many sports practices begin August 1.

  • These are the forms your child will need [attach and link forms]
  • Please update your health and emergency contact information on this website

Thank you!

 

Mid July, 2019

Dear Parents and Guardians,

You are receiving this letter because your child had an IHP and / or EAP with us last year. In an effort to have a smooth and successful transition into the next school year, we would like to meet with you and your child to go over information for this school year. Please use the sign up genius to make an appointment before school starts. 

  • These are the forms to have filled out and bring with you so we can update our plans together [forms…]

Kindly, Your Nurse

 

August 2019

Hello Parents and Guardians!

The time to begin is nigh! We’re so excited to see you back on campus next week. As a final reminder, before your child can begin school with us we need these items

  • X [form and link]
  • Y [form and link]
  • Z [form and link]

Please make sure all health and emergency contact information are up to date on this site that the school uses for information management.

 

Be well and we’ll see you soon,

 

The following is my calendar section. I am a list maker and work well off lists. I used the cited calendars for idea and inspiration, but the list is my own, not a template. For busy months like in the fall I will separate by early month and mid-month tasks. I begin my calendar in May because planning and preparation for the next school year begins long before August! 

The calendar for the school at which I hope to work can be found here: https://www.columbusacademy.org/events  There is no specific nursing calendar available here.

As for infestation information, The Columbus City School offers information on lice and bedbug infestation. It can be found at https://www.ccsoh.us/Page/1215. The Ohio Department of Health has a brochure that can be shared with families: https://odh.ohio.gov/wps/portal/gov/odh/know-our-programs/school-nursing-program/media/what_should_i_do_if_my_child_gets_head_lice_brochure

 

When it comes to vision and hearing screenings, the Ohio Department of Health provides templates for letters to families to inform them of the upcoming screenings. They are available in many languages. Here is the link to the English form letter https://odh.ohio.gov/wps/wcm/connect/gov/ac81b8d7-ddde-4820-8235-da7da62bfd90/Vision+Screening+Requirements+Letters+a.pdf?MOD=AJPERES&CONVERT_TO=url&CACHEID=ROOTWORKSPACE.Z18_M1HGGIK0N0JO00QO9DDDDM3000-ac81b8d7-ddde-4820-8235-da7da62bfd90-mO6iKmF

 

Finally, If working to find health topics to educate or celebrate each month, one resource is the National Health Observances page at HealthFinder.gov:

https://healthfinder.gov/NHO/

 

Resources:

Columbus City Schools Board of Education, n.d. 2019. District homepage from:

https://www.ccsoh.us/district

 

Educational Service District 105, July 2016. School Nursing Activities Annual Calendar from:https://www.esd105.org/site/handlers/filedownload.ashx?moduleinstanceid=2140&dataid=2364&FileName=2017%20School%20Nursing%20Activities_Annual_Calendar.pdf

 

Minnesota Department of Health, May 2016. Calendar/Schedule for the Licensed School Nurse Yearly/Monthly from: https://www.health.state.mn.us/docs/people/childrenyouth/schoolhealth/lsncalendar.pdf

 

New York State Center for School Health, n.d.,2016. School Nurse To Do List. from: https://www.schoolhealthny.com/cms/lib/NY01832015/Centricity/Domain/85/Calendar%20Template%202016.pdf

Sample Calendar reminders for a School Nurse

Task Reminder for School Nurse

May

May 8th is National School Nurse day

May is National Physical Fitness and Sports Month

Communications:

Monthly staff newsletter health ed

To families – 

End of year med pick up reminders

Reminders to update IHP, EAP, physician forms over summer break

Last reminder re: vision, hearing, dental referral programs

Summer is a good time for physicals, esp for athletes.

Reminder of vaccine requirements

Office:

Inventory and check expirations of stock meds and equipment

Request field trip dates for next year

Records requests for seniors and transfer-out students

 

June

National Safety Month

Communications:

To Principal – analysis of # of nurse visits and stat breakdown from previous year

To families- Individual outreach and updates to families with special medical needs

Firework safety

Office:

Discard student medication not picked up

Deep clean office area

Solidify substitute nurses and contingency plan for next school year

Update student records online

 

July

Communications:

Staff – upcoming trainings available during staff orientation

Prepare August newsletter education

Families – big blast re: physicals and fall sports deadlines, and vaccines

Arrange family meetings for those with IHP/EAP/medical needs/accommodations

Call for data and emergency contact updates on FinalForms 

Focus on swimming and sun safety

Office:

Update contracts and dates for vision and hearing screenings with OSU outreach.

Get class lists and medical needs, notify teachers, arrange personal training if needed.

Follow up on medication administration and self admin forms

Set calendar dates for staff meetings

Check for updates from ODH

 

August (Early)

Communications:

Staff- prepare Sept. newsletter staff ed.

Staff training during orientation- epi, inhaler, emergency procedures

Family-Ensure all family meetings complete

Phone call for missing immunizations or missing forms

Office:

Prepare office for student visits

Check in student medication

Survey campus, buildings, and playgrounds for safety hazards, notify as needed.

 

August (Mid)

Communications: 

Family- send out info and dates for preventative health screening (vision, dental, hearing, BP)

Office:

ODH New nurse orientation 3 day seminar

Check all MSDS sheets 

Final sweep for any missing forms

 

September

Childhood obesity awareness month

Communications:

Staff – newsletter ed article

Families- vaccine exclusions as necessary

Emergency preparedness drills

Verify forms for those with self administration meds

Office:

Emergency drills

Manage screenings at beginning of month and make up/rescreenings at end of month

 

October

Communications:

Staff – newsletter ed article

Families-screening results/referrals

Winter sports physicals reminders

Flu shot information: https://odh.ohio.gov/wps/wcm/connect/gov/0917e789-1e79-495f-bd82-aee12c7d46ab/No+Flu+for+You%21+For+Parents.pdf?MOD=AJPERES&CONVERT_TO=url&CACHEID=ROOTWORKSPACE.Z18_M1HGGIK0N0JO00QO9DDDDM3000-0917e789-1e79-495f-bd82-aee12c7d46ab-mmbS-bM 

 

November

American Diabetes Month

Communications:

Staff- newsletter ed article

Renew BBP training during staff inservice day

 

December

Communications:

Staff – Newsletter ed article

Families- Flu shot and sports physical reminders

Office:

Monitor for virus outbreaks/attendance

Check amounts of student medications on hand

Deep clean and close for winter break

 

January

Communications: 

Staff – Newsletter ed article

Families- Spring sports physicals

Follow up  those with hearing and vision referrals

Office

Emergency drills

inventory

 

February

Heart Health Month

Communications:

Staff – Newsletter ed article

Families- Health forms and vax requirements sent to new families

Personal call to new families with medical needs

 

March

Communications:

Staff- Newsletter Ed article

Submit staffing and budget needs for next year

Families- Check in with current families of students with medical needs IHP, etc.

Office:

Emergency drills

Office deep clean

 

April

Communications:

Staff – Newsletter ed article

Families- Follow-up call to new families identified with medical needs

Office:

Move up class list – who with what diagnosis is moving up – tally and notify staff

Office schedule for next year

Apply for funding for extraneous or replacement equipment needs

Review medical and emergency procedures suggest necessary changes.

Meet with building maintenance to survey building and playground for hazards

Emergency Teaching Plan Example – Stroke

This is an example of an emergency teaching plan that could be used to educate the broad school community – meaning teachers as well as administrative, custodial, groundskeeper staff etc. Such information could also be posted for general consumption and guidance.

Emergency Teaching Plan

Stroke

Nearly 800,000 people in the US suffer a stroke each year, it is the 5th leading cause of death in this country. A stroke can occur at any age, though the risk for stroke increases with age. Strokes can be caused by a bleed in the brain (hemorrhagic) or by a clot that travels to the brain (Ischemic). Both types have similar symptoms and can produce devastating long term disability or death.  When a stroke is suspected, time is of the essence for survival.

 

Symptoms of a Stroke:

  • Weakness or Numbness or Drooping in face, arm, leg (especially if it is just one side)
  • Sudden confusion
  • Slurred speech
  • Loss of ability to speak or understand speech
  • Trouble seeing in one or both eyes
  • Sudden and severe headache with no known cause
  • Trouble walking 
  • Loss of balance and coordination

 

IF YOU SUSPECT SOMEONE MAY BE HAVING A STROKE ACT F.A.S.T.

F: FACE- Ask the person to smile. Does one side of the face droop? 

A: ARMS- Ask the person to raise their arms. Are sides equal or does one side drift downward?

S: SPEECH- Ask the person to repeat a simple phrase. Is it slurred or hard to understand?

T: TIME- If you notice any of these signs CALL 911. Time saved is brain saved!

 

If you think someone may be experiencing signs of a stroke act FAST and call 911. 

Then notify school nurse at x7-3454 or 614-227-3454. 

School address– 

Carmel High School 

12 Corsair Parkway

Columbus, OH 43239

Main office:614-227-3400

 

References:

American Heart  Association, 2010. Target: Stroke. From:

http://www.strokeassociation.org/idc/groups/heart-public/@wcm/@hcm/@gwtg/documents/downloadable/ucm_309006.pdf

 

Hobart and William Smith Colleges (n.d.) Emergency Action Plan: Heat Safety. From 

https://www.hws.edu/studentlife/planning/pdf/eap_heat_safety.pdf

 

US Department of Health and Human Services, 2019. Centers for Disease Control and Prevention: About Stroke. From:

https://www.cdc.gov/stroke/index.htm

A School Nurse’s role in an Emergency

Nurse’s Role in Preparing for Emergency

 

I am not currently employed as a school nurse. As such, my content for this assignment is what I could find for a local school on the internet. Northside Christian School (NCS) is in Westerville, Ohio. It has a student population of just under 200. Their 66 page School  Emergency Operations Plan (EOP) can be viewed online as a PDF here or by copy and pasting this into a web browser:

http://www.ncslions.org/editoruploads/files/Emergency_Operations_Plan_for_Handbook_2018-2019.pdf

 

In the introductory paragraph of the plan it states “provides policies and procedures on how to respond to all-hazard emergency incidents. This plan has been customized to meet the specific and unique needs, capabilities and circumstances found at Northside Christian School.” 

As this is not my place of employment, the information I have on the EOP has been obtained directly from the EOP. 

 

The EOP and its associated training records are available in the front office. The EOP states that per Ohio Revised Code (ORC) 3301-5-01 the school and staff will conduct an Emergency Management Test and that per ORC 3737.73 Northside Christian will conduct drills as specified as necessary by the state of Ohio. Additionally, the plan states that, “An annual review of the school’s physical security features is conducted by the NCS Administration. Security equipment will be checked annually by NCS administration to ensure the equipment is working properly. NCS Administration has the responsibility of identifying funding opportunities and/or obtaining grants to cover future costs of physical security improvements.” Per the EOP, it is the responsibility of the Principal to provide and record training on emergency procedures to the teachers, substitute teachers, staff, non-teaching staff, and students. In the event it is necessary, the implementation of the plan can be activated by a hierarchy of staff – Principal, then first and second alternate. Finally, “Between January 1 and July 1 of each calendar year, the school administrator shall review the plan and certify to the Ohio Department of Education that the plan is current and accurate. The certification must be entered into SAFE no later than July 1. During the annual review, the School EOP and all components of the Comprehensive Emergency Management Plan will be checked for compliance with ORC 3313.536 and any other applicable state or local ordinance.” 

 

An interesting point to note is that there is no licensed school nurse employed by the school. NCS has a contracted school nurse on campus on Thursdays during the school year. In this case, the EOP designates the “Medical Response Procedures 1. If a school nurse is present, either bring the student to the nurse or the nurse to the student. a. If no school nurse, the trained designated staff member(s) should respond.” The designated “medical response team consists of Jesse Stout, Brian Leland, Lindsay Patton, Kim Troutner, and Linda Norris.” A wise use of the School Nurse on Thursdays would be to have the SN review the EOP as well as the emergency supplies and procedures for the campus. The contracted SN  be should be knowledgeable of state requirements for emergency procedures, review and comment on the school EOP, and ensure staff trainings are up to date and check the expiration dates of emergency equipment. Annually, the SN can help in creating or assessing a “Go Box”, organize and refill medical and first aid supplies, provide training for staff members as appropriate, and create emergency preparedness education lessons for the students. The NCS plan indicates that the principal is responsible for staff and student trainings and documentation. Office staff is responsible for maintaining the documents. The SN can audit these items, or create additional training and education items for staff and students as well. 

 

I believe that the Northside Christian School Emergency Operations Plan meets the Ohio revised code requirements for disaster plans (I am making an assumption that the school has uploaded a current floorplan of their facility to the database, though it is not visible on their pdf online). Additionally, the NCS meets the suggested FEMA EOP template guidelines provided by the Ohio Board of Education published online at: https://education.ohio.gov/getattachment/Topics/Other-Resources/School-Safety/SSTF-School-Plan-Template.pdf.aspx .

 

FM Monitor Teacher Teaching Plan

Example of teacher education for an FM system for classroom use with cochlear implant.

https://osu.box.com/s/vp4ehp6og8924daxvwsvzhxxdqd8j25o

Teach the Teacher FM Monitor

(above link is buckeyebox link for Video presentation. File is too large to bring into this blog)

 

Resources:

 

Clarke Schools for Hearing and Speech, 2012. FM Troubleshooting Tips. From:

https://www.clarkeschools.org/uploads/FM_troubleshooting_tips_fall_2012.pdf

 

Mroz, Mandy AuD, 2019. Healthy Hearing: FM systems for people with hearing loss. From: https://www.healthyhearing.com/help/assistive-listening-devices/fm-systems

 

National Institutes of Health, 2016. National Institute on Deafness and Other Communication Disorders Cochlear Implants. NIH Publication No. 00-4798.

 

I also wanted to mention the following sites as useful resources. Though I didn’t use them for this presentation, I found them in my search for material and thought they are very useful for finding appropriate assistive technology resources.

 

Power Up What Works

https://powerupwhatworks.org

Evidence-based strategies, technology, research, and education to help teachers meet the needs of students in their classrooms

 

TechMatrix

https://techmatrix.org

Search by content, grade level, IDEA catergory. Database of +/- 400 products to find and compare products and find research articles of assistive technology.