Assignment: Nursing Practice and School Health Privacy

Assignment: Nursing Practice and School Health Privacy

Question Description
Create a 6–8-slide PowerPoint presentation for a group of school nurses, which addresses the role of the school nurse in managing the unique health concerns of teenagers while adhering to privacy laws. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.
Explain the laws that relate to adolescent safety and health privacy in a school setting.
Explain how the privacy laws affect schools, students, and school nurses.
Competency 3: Apply professional nursing ethical standards and principles to the decision-making process.
Describe health and wellness issues specific to the adolescent population.
Recommend evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse.
Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references using APA style.
Competency Map
Check Your ProgressUse this online tool to track your performance and progress through your course.
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Context
School nurses confront numerous legal issues in their daily work. It is important to know the standards of nursing practice specific to the state of licensure, as well as legal limitations and responsibilities of the school nurse. Show Less
ROLE OF THE SCHOOL NURSE
It is the position of the National Association of School Nurses that the professional registered school nurse is the leader in the school community to oversee school health policies and programs. The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health services and promotion of health education. Using clinical knowledge and judgment, the school nurse provides health care to students and staff, performs health screenings, and coordinates referrals to the medical home or private health care provider. The school nurse serves as a liaison between school personnel, family, community and healthcare providers to advocate for health care and a healthy school environment (American Nurses Association & National Association of School Nurses, 2011).
Reference
American Nurses Association & National Association of School Nurses. (2011). Role of the school nurse. Retrieved from http://www.nasn.org/PolicyAdvocacy/PositionPapersa…
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
What is FERPA?
What is HIPAA?
How do FERPA and HIPAA affect school health privacy?
What unique health concerns might young people have that differentiate them from adults?
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Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
APA Citation: Citing a Journal Article.
APA Citation: Citing a Book.
APA Citation: Citing a Website.
APA Paper Template.
APA Paper Tutorial.
Capella Multimedia
Click the link provided below to view the following multimedia piece:
Guidelines for Effective PowerPoint Presentations | Transcript.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Selekman, J. (2013). School nursing: A comprehensive text (2nd ed.). Philadelphia, PA: F. A. Davis.
Wartenberg, D., & Thompson, W. D. (2010). Privacy versus public health: The impact of current confidentiality rules. American Journal of Public Health, 100(3), 407–412.
Smith, M. K., & Stepanov, N. (2014). School-based youth health nurses and adolescent decision-making concerning reproductive and sexual health advice: How can the law guide healthcare practitioners in this context? Contemporary Nurse: A Journal for the Australian Nursing Profession, 47(1/2), 42–50.
Brewin, D., Koren, A., Morgan, B., Shipley, S., & Hardy, R. L. (2014). Behind closed doors: School nurses and sexual education. The Journal of School Nursing, 30(1), 31–41.
O’Connor, S. (2012). School nursing: Promoting self-esteem in adolescents. Community Practitioner, 85(1), 34–36.
Smart, K. A., Parker, R. S., Lampert, J., & Sulo, S. (2012). Speaking up: Teens voice their health information needs. The Journal of School Nursing, 28(5), 379–388.
Larsson, M., Björk, M., Ekebergh, M., & Sundler, A. J. (2014). Striving to make a positive difference: School nurses’ experiences of promoting the health and well-being of adolescent girls. The Journal of School Nursing, 30(5), 358–365.
Taylor, J. F., Williams, R. L., & Blythe, M. J. (2015). Healthcare reform, EHRs, and adolescent confidentiality. Contemporary OB/GYN, 60(8), 34, 36–37.
Suydam, L., & Garcia, A. (2010). School nurses connect schools and parents from home to homeroom to prevent teen medicine abuse. NASN School Nurse, 25(4), 170–171.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4006 – Policy, Law, Ethics, and Regulations Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
U.S. Department of Education. (n.d.). FERPA general guidelines for students. Retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/students.html
U.S. Department of Health & Human Services. (n.d.). Does the HIPAA Privacy Rule allow parents the right to see their children’s medical records? Retrieved from http://www.hhs.gov/ocr/privacy/hipaa/faq/right_to_…
U.S. Department of Health and Human Services and U.S. Department of Education. (2008). Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPA) And the Health Insurance Portability and Accountability Act of 1996 (HIPAA) To Student Health Records. Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/doc/ferpa-hipaa-guidance.pdf
Assessment Instructions
You are the parent of two teenagers and an active PTA member at their school. The principal approached you about an upcoming professional gathering for middle- and high-school nurses in your district. She asked you to make a short presentation on school health privacy and how it can affect nurse-student care within the teen population, where personal health issues and privacy concerns often collide.
PREPARATION
Research and gather information about the issues facing school nurses in your state of licensure, as well as state and federal privacy laws that govern your school health privacy information. You will also need to learn about the legal limitations and responsibilities of the school nurse.
DIRECTIONS
Create a 6–8-slide PowerPoint presentation that examines the privacy issues unique to nurses serving the high-school age population. Address the following:
Describe the types of health and wellness issues that can affect adolescents in their high-school years. Be sure you think beyond the usual things and really research the types of issues that are affecting young people today.
Explain how privacy laws can impact the school nurse in regard to patient safety and health outcomes for adolescents.
Explain how privacy laws benefit the student, the school, and the school nurse.
Recommend two specific evidence-based ethical strategies regarding health and wellness privacy communications in a school environment.
Use the notes section of each slide to expand your points and cite your supporting evidence. Also, include a title slide and a reference slide that lists the resources you used in this assessment. Be creative. Consider your intended audience.
ADDITIONAL REQUIREMENTS
Your presentation should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
References: Include a reference slide with a minimum of three references; a majority of these should be peer-reviewed sources. All resources should have been published within the last 5 years.
APA format: Resources and citations should be formatted according to current APA style and formatting.
Length: 6–8 slides.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.