Literaturnachweis - Detailanzeige
| Autor/inn/en | Strawhacker, MaryAnn Tapper; Combe, Laurie G. |
|---|---|
| Institution | National Association of School Nurses |
| Titel | Telehealth: Equitable Student Access to Health Services. Position Statement. Revised |
| Quelle | (2022), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | School Nurses; School Health Services; Telecommunications; Child Health; Access to Health Care; COVID-19; Pandemics; Mental Health; Physical Health; Health Education |
| Abstract | It is the position of the National Association of School Nurses (NASN) that utilization of telehealth technology is a valuable tool that can assist registered professional school nurses (herein referred to as a school nurse) to enhance access to school and community health services. A substantial number of students experience health disparities related to lack of access to primary and specialty services and to school nurse services. The school nurse is on the frontlines of student health and has the expertise to provide a critical link and oversight to implement telehealth in the school setting. School nurses routinely coordinate student health care services between the medical home, family, and school. The COVID-19 pandemic reinforced this crucial role, as school nurses conducted virtual care coordination to reduce healthcare barriers for students in low-income, medically underserved, or geographically challenged local communities. Additional training in telehealth process and delivery in combination with the nursing skill set, makes school nurses the ideal school-based professional to facilitate telehealth services. [For the previous version of this report, "The Role of School Nursing in Telehealth," see ED581615.] (ERIC). |
| Anmerkungen | National Association of School Nurses. 8484 Georgia Avenue Suite 420, Silver Spring, MD 20910. Tel: 866-627-6767; Tel: 240-821-1130; Fax: 301-585-1791; Web site: http://www.nasn.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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