Embed Size (px)
Citation preview
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Emergency Planning and Management for School Nurses
MICHIGAN SCHOOL NURSE GUIDELINES AND RESOURCES
Original Date of Issue: 2016
2
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Foreword These guidelines contain current best practice recommendations for the health service topic addressed. The guidelines have been reviewed by the School Nurse Practice Subcommittee of the Michigan Statewide School Nurse Task Force as a means to provide consistent and safe care to students. Specific laws and regulations that direct school nursing practice or other health services are identified in the guidelines. There is no guarantee that the use of guidance in this document will lead to any particular result or outcome. The information in this document was researched in March, 2016.
Purpose
This document will provide guidelines and resources for planning and managing emergencies in the school setting.
Overview
Schools across the nation vary in their degree of preparedness to deal with emergencies (American Academy of Pediatrics (AAP) Council on School Health, 2008a). When school nurses are present, they are often the first responders to health crises at schools that include medical emergencies (sudden illness, exacerbation of a medical condition, injury) and disasters. The AAP Council on School Health (2008a) indicated that the management of individual emergencies is linked to the preparation of large scale emergencies and that emergency preparation should be seamless with disaster preparation. Scale and terminology distinguish the response to an individual emergency from the response to a disaster. School nurses are key to the school’s preparation to manage an emergency. There is a scarcity of information about the number and type of emergencies occurring during the school day. Olympia, Wan, and Avner (2005) found that 68% of schools in the United States have managed a life-threatening emergency requiring the activation of EMS. The authors concluded that four of the six most common reported school emergencies were related with trauma. Shortness of breath and seizures were found to be the most common medical complaint. Loyacono (2005) found that that injuries were the chief complaint listed for two thirds of EMS dispatches to schools. Knight, Vernon, Fines, and Dean (1999) reported that school-based EMS incidents are more often attributable to injury (70%) and more often resulting in transportation to a medical facility than non-school-based incidents. Chief medical complaints were breathing difficulties (18.4%), seizure (16%) and other illnesses (12.3%). Amanullah, Heneghan, Steele, Mello and Linakis (2014) completed a retrospective study using data from the National Electronic Injury Surveillance System to examine intentional injuries in school and found boys were more likely to have intentional injuries originating in the school setting while girls more likely to have intentional injuries outside of the school setting. Furthermore, the researchers discovered that middle-school aged children carried a significant burden of intentional injury in the school setting. Students of black race, Hispanic and American Indian youth were found to be high risk. Syed, Wahl, and Burda (2012) discussed data gathered from the Hazardous Substances Emergency Events Surveillance from 15 participating states between 2002 and 2008 and found 488 chemical events occurred in elementary and secondary schools.
3
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
School disaster planning is crucial to the safety of children. Community-based planning is essential to a well-coordinated response to any disaster (Burke, Goodhue, Berg, Spears, Barnes, & Upperman, 2015; AAP Council on School Health, 2008a; Hull, 2012. In 2014, Governor Snyder sent a letter with school emergency planning documents that can be found at http://www.michigan.gov/documents/msp/executive_letter_08182014_2_475755_7.pdf to all Michigan schools, local emergency managers, and law enforcement agencies about collaborating to develop an Emergency Operations Plan (EOP). Planning guidance, an EOP template and a Classroom/Office Quick Reference Guide were included in a DVD. The documents were not publicly posted on the Michigan State Police webpages in order to protect the security and safety of schools. To obtain copies of the actual toolkit school nurses will need to contact the Michigan State Police at the following email address: [email protected]; or they may contact their local emergency manager, or local law enforcement agency. Michigan’s local health departments receive earmarked funding for emergency preparedness through the Centers for Disease Control and Prevention’s (CDC) Public Health Emergency Preparedness cooperative agreement. The Michigan Department of Health and Human Services (MDHHS) Division of Emergency Preparedness & Response (DEPR) communicates regularly with each of the local health department’s emergency preparedness coordinators and reported that since 2002, local jurisdictions have established and refined their all-hazards response plans (MDHHS, 2016a). The Michigan Department of Education (MDE) (2016a) provides information about safe schools in Michigan that can be found at http://www.michigan.gov/safeschools/0,4665,7-181-49444---,00.html. A Michigan emergency planning toolkit is available at http://www.michigan.gov/documents/safeschools/MI_Ready_Schools_Emergency_Planning_Toolkit_370277_7.pdf?20160929205612 (MDE, 2016b). The toolkit covers prevention/mitigation, preparedness, response and recovery in detail. The most recent student count in Michigan (2011 – 2012 school year) shows there are 1,582,168 students attending school in grades K - 12 (MDE, 2016c) that need the protection of an Emergency Operations Plan. Failing to address children’s unique needs may put children in harm’s way resulting in morbidity and physical and emotional stress (AAP Disaster Preparedness Advisory Council Committee on Pediatric Emergency Medicine, 2015).
Legal Framework for Managing Emergencies in Schools Federal Law
There are no federal laws requiring school districts to have emergency management plans but an
estimated 95% of school districts across the country reported they have a plan (AAP Council on School
Health, 2008b).
The Bloodborne Pathogen Standard and American with Disabilities Act of 1990 apply to emergency
planning and response.
Revised Bloodborne Pathogen Standard
CPL 2-2.69 (November 27, 2001)
Revised Bloodborne Pathogens Standard; expands
bloodborne pathogens to include any pathogenic
microorganism, including hepatitis C virus (HCV) present in
4
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Michigan Law
Michigan law requires schools to adopt and implement a cardiac emergency response plan, have a
trained first aid person on site, conduct emergency drills and report communicable diseases.
blood or other potentially infectious materials (OPIM).
Americans with Disabilities Act of 1990
(ADA)
Disability discrimination prohibited.
Title VI of the Civil Rights Act of 1964
https://www.justice.gov/crt/videos
Emergency plans must comply with legal requirements for
language access.
Education; safety; reporting
requirement for public school safety
drills; provide for, and require cardiac
emergency response plan.
PA 12 of 2014
The governing body of a school that operates K-12 shall adopt
and implement a cardiac emergency response plan for the
school. The plan must include at least: 1) Use and regular
maintenance of the auto external defibrillator, 2) Activation of a
cardiac emergency response team during an identified cardiac
emergency, 3) A plan for effective communication, and 4) If a
school is grades 9-12 a training plan for use of an auto external
defibrillator in CPR rescue techniques.
In addition, Public Act 12 requires any Michigan school that
operates any of grades Kindergarten to 12 to conduct at least:
Five fire drills per school year. Three of which must take
place by December 1. (There must be a reasonable
interval between each drill.)
Two tornado safety drills per school year. One of which
must take place in March.
Three lockdown drills per school year, including security
measures appropriate to an emergency "such as the
release of hazardous material or the presence of a
potentially dangerous individual on or near the
premises." At least one of the drills must take place by
December 1 and at least one after January 1. (There
must be a reasonable interval between each drill.)
Medical Services and First Aid R325.47201,
Part 472
MIOSHA - Guidelines indicate employer must adequately have a trained first aid certified person on site. [BSR/CET-5951 (11/01)]
5
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
School Nurse’s Role
School nurses provide leadership in all phases of emergency preparedness and response and are a vital part of the school team responsible for developing or re-designing emergency response procedures for the school setting using an all-hazards approach (National Association of School Nurses [NASN], 2014; Flaherty, 2013; Galemore, 2012; Hull, 2012). NASN (2014) defined the emergencies school nurses must be prepared to respond:
Health related emergencies related to injury or illness.
Large numbers of individuals in casualty incidents.
Weather related emergencies.
Hazards such as explosions and fires.
Planning for health-related emergencies involves developing emergency plans for students with known health-related conditions and utilizing first aid skills to assess and respond to other unanticipated emergencies (Flaherty, 2013; Butler and Wycoff, 2012; Porter, 2016; Olympia, 2016).
Recommendations for Practice
Surveillance
There are multiple surveillance needs for emergency planning and response in the school setting. Detailed information about assessment criteria for Michigan schools can be found in the information sent from Governor Snyder’s Office in 2014. Flaherty (2013) provided recommendations for assessment, such as, integrity of school buildings, security and the culture and climate of a building. The AAP Council on School Health (2008b) recommended assessing schools for program training and re-training of staff. Knight et al., (1999) indicated that it was important to obtain and review EMS incident data. School absentee logs may be helpful for surveillance (AAP Council on School Health, 2008b).
First aid and cardiopulmonary resuscitation; requirements for teacher certification
Michigan Law PA 18 of 2003
Requires newly hired teachers to be certified in first aid and CPR. There are no requirements for recertification.
PA 186 of 2014
Addresses stock epinephrine in schools. A prescriber may issue a prescription for and a dispensing prescriber or pharmacist may dispense an auto-injector epinephrine to a school board for meeting the requirements of section 1179a of revised school code, 1976, PA 451, MCL 380.1179a.
PA 187 of 2014
Requires each Michigan public school have at least two Epinephrine auto-injectors in addition to policies based on updated medication guidelines, training requirements and reporting requirements.
PA 221 of 2015
Requires each Michigan public school have at least two Epinephrine auto-injectors in addition to policies based on updated medication guidelines, training requirements and reporting requirements.
6
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
The MDE (2015) offers several surveys (https://mdoe.state.mi.us/schoolhealthsurveys/Home/Login.aspx) to assess school climate:
Michigan Profile for Healthy Youth (MiPHY): Grades 7, 9, and 11 and open in the even years. For example, 2015 -2016.
Michigan School Climate Assessment Instrument (MiSCAI): Any grades 7 – 12 and open every year.
Bully-Free Schools: Any grades 5 – 12 and open every year.
Outreach
The community needs to be informed and understand the school district’s emergency plan (AAP Council on School Health, 2008b). Flaherty (2013), recommended websites, local television, newspapers, fact sheets, connect-ed messages, and posting information in local community centers as channels to communicate with parents and guardians as well as other key stakeholders.
The AAP (2015) provides information to parents about school safety during emergencies that can be retrieved from https://www.healthychildren.org/English/safety-prevention/all-around/Pages/Actions-Schools-Are-Taking-to-Make-Themselves-Safer.aspx.
The CDC (2016) also provides information to parents about protecting their child during emergencies in the school day that can be retrieved from http://www.cdc.gov/childrenindisasters/infographics/documents/easy_as_abc_iinfographic.pdf
School nurses can help communicate information about the OK2SAY program (Michigan.gov, 2016) whose goal is to stop harmful behavior before it occurs. The Ok2say program is designed to empower Michigan’s students, parents, school personnel, community mental health service programs, and law enforcement to share and respond to student safety threats (retrieved from http://www.michigan.gov/ok2say/0,5413,7-309-66449---,00.html
Population Care
School districts should have policies, regulations and protocols to cover all aspects of the school jurisdiction, from classroom to playground, school-based health centers, before and after school programs, field trips, EMS transports, transportation and athletic events (AAP Council on School Health, 2008a). The AAP Council on School Health (2008a; 2008b) recommended:
Policies for collecting emergency data, such as, parental contact, medications, medical conditions, allergies on all children. Silkworth and Hoxie (2012) further recommended having policies about where emergency health information is stored, who has access to the information and which information is communicated to staff.
Protocols in place to distinguish minor injuries from emergencies that require EMS. Protocols for response to specific emergencies (e.g. concussion, severe allergy). Protocols on absenteeism, psychosocial support and disease surveillance. Implementing lay rescuer automated external defibrillator programs (Olympia, 2016).
A collaborative planning team is key to developing a school district emergency plan. Flaherty (2013) recommended the following team members:
Nursing Administration Grounds personnel Local and state first responders
7
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Counselors Teachers Parent representatives.
The National Incident Management System (NIMS) and the Incident Command System (ICS) are two national response models that serve as the framework for local policy and response plans recommended by NASN (2014). NASN (2014) outlined the four phases of emergency management planning that are consistent with the documents provided by Governor Snyder in 2014: 1. Prevention/Mitigation 2. Preparedness 3. Response 4. Recovery.
Levels of Prevention
Primary Prevention and Preparedness
Steps schools can take to prevent/mitigate an incident: Utilize a multi-tiered system of support for students. The U.S. Department of Education’s
(USDOE) Office of Special Education (2016) can provide technical assistance to help with the Positive Behavioral Interventions and Support (PBIS) framework (http://www.pbis.org/) that builds support and respect within a school.
Establish district and school-based crisis teams (Flaherty, 2013). Promote infection control measures (AAP Council on School Health, 2008a). Educate staff and students about reporting suspicious behaviors (NASN, 2014). Teach staff about universal precautions (AAP Council on School Health (2008a). Establish and practice a medical emergency response plan and multidisciplinary disaster
preparedness exercises (AAP Council on School Health, 2008a; NASN, 2014; Olympia, 2016;). Establish a communication plan that can be understood by everyone. Post instructions in plain
language and provide a direct, concise statement about the current situation as well as direction on what action to take (Galemore, 2015).
Ensure EMS -activation process is clear to all staff (AAP on School Health, 2008a; Burke et al., 2015; Knight et al., 1999).
Provide training in the National Incident Management System (NIMS) and Incident Command System (ICS) through the Federal Emergency Management Agency (Flaherty, 2013; NASN, 2014). Seek assistance from local law enforcement and the local health department.
Ensure the safe and effective management of opioid pain reliever (OPR)-related overdose in schools is incorporated into every school emergency preparedness and response plan (NASN, 2015; King, 2016). When creating emergency plans, the school nurse should be aware of individual state laws that provide civil or criminal immunity to licensed healthcare providers or lay responders for opioid antagonist administration (King, 2016).
Train staff and students in first aid and cardiopulmonary resuscitation (AAP, 2008a; AAP Disaster Preparedness Advisory Council, 2015; Burke et al., 2015; Michigan Association of School Nurses, 2016; Olympia, 2016).
Equip the school for potential life-threatening emergencies (AAP, 2008a; Galemore, 2012; NASN, 2014; Olympia, 2016). NASN (2016a) provides a list of recommended supplies and equipment.
Prepare “Go-Kits” (Flaherty, 2013). The USDOE provides information about the content of “Go-Kits” at http://www2.ed.gov/about/offices/list/osdfs/gokits.pdf.
Maintain and inspect equipment including AED maintenance and testing (AAP Council on School Health, 2008a).
8
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Teach the Michigan Model for Health that includes lessons related to emergency preparedness and skills, awareness of hazards and disasters, preventing dangerous situations, post-event coping skills, identifying helpful or harmful influences, and respect and citizenship (MDHHS, 2016b).
Consider medically fragile, mobility impaired, mentally and emotionally impaired, communication and sensory impaired, and non-English speaking students, staff, and visitors in school emergency plans (Flaherty, 2013; NASN, 2014; Porter et al., 2012).
o Include Individualized Health Care Plans and Emergency Care Plans for students with unique health needs in the broader disaster plan (Butler & Wyckoff, 2012; Olympia, 2016).
o Diabetic student disaster plans need to include medications, food, supplies needed to accommodate a student’s health care needs for 72 hours (Butler & Wyckoff, 2012).
o Ensure healthcare provider orders are available for a 72- hour lockdown or disaster to support and care for children with chronic health conditions.
o Identify a system for retrieving and transporting medications to areas of lockdown or evacuation.
o AAP provides a template for collecting emergency information for children with special needs retrieved from http://www2.aap.org/advocacy/blankform.pdf
Ensure there are reunification plans as well as plans to transport children in the Emergency Operation Plan (AAP Council on School Health, 2008b; Flaherty, 2013).
Michigan Association of School Nurses offers a First Aid and Emergency Flip Chart for purchase. Information can be retrieved from https://nursingnetwork.wufoo.com/forms/masn-first-aid-and-emergency-guide-flip-chart/
Promote telehealth initiatives (AAP Committee on Pediatric Emergency Medicine, 2012).
Secondary Prevention/Response Schools can best respond to emergencies by following the guidance sent from Governor Snyder’s Office. Specific school nurse responses may include:
Triage, direct physical and mental health care for all victims of an emergency, including linking them to medical and public health resources (NASN, 2014).
Communicate school entry points to EMS responders and ensure there is a designated greeter (AAP Council on School Health, 2008a).
Facilitating or co-facilitating an evacuation (NASN, 2014). Reuniting families after a crisis (NASN, 2014). Documentation that includes description of illness and injury and disposition (AAP Council on
School Health, 2008a). Contact local poison control center for any hazardous chemical incidents (Syed et al., 2012).
Tertiary Prevention/Recovery
Schools need to work toward restoring the learning environment. Children and families benefit from the reinstitution of school (AAP Disaster Preparedness Advisory Council & Committee on Pediatric Emergency Medicine, 2015). School nurses can assist students, parents, and school staff by providing direct support and link community resources to those in need (NASN, 2014). Specifically, school nurses can:
Identify and monitor students and staff who are likely to need additional services and resources during renormalization (AAP Council on School Health, 2008b; Flaherty, 2013).
9
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
o Children should be informed about the disaster or crisis as soon as information becomes available starting with simple and basic facts (Schonfeld & Demaria, 2015).
o The National Child Traumatic Stress Network (n.d.) provides a child trauma toolkit for teachers that can be retrieved at http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit
Collaboratively with the crisis response team conduct debriefing sessions and develop recommendations to improve plans (Flaherty, 2013; NASN, 2014).
Collaboratively with the crisis team complete reports and documentation (NASN, 2014). Re-stock medications and equipment (AAP Council on School Health, 2008a). Collaborate with the crisis team to plan for anniversaries as they are an important part of
prolonged recovery (AAP Council on School Health, 2008b).
Provide anticipatory guidance to parents on how to identify the most common adjustment reactions, such as, sleep disturbances, difficulty with concentration, eating problems, anxieties, substance abuse, risk taking behaviors, developmental regression (AAP Disaster Preparedness Advisory Council & Committee on Pediatric Emergency Medicine, 2015).
Social Determinants of Health and Health Equity
Education, literacy, social support networks, neighborhood safety, access to health services and culture impact health (NASN, 2016b). School nurses can advocate for all students when considering the social determinants of health in emergency planning. All phases of the emergency operations plan need to include plans for communicating with non-English speaking students and parents (AAP Council on School Health, 2008b; Flaherty, 2013).
Red Flags for Managing Emergencies in the School Setting
1. Persistent, debilitating signs of grief, such as, despondency, or hopelessness that continue for longer than one month may be an indication of the more serious psychological condition of post-traumatic stress disorder (PTSD) and a referral to a health care professional should occur (Chau, 2012). Acting out may be the only way for students having a stress-related reaction to ask for help. 2. Vital access issues for children living in rural areas include communications, transport methods, level of responding EMS personnel and public health emergency response plans applicable to rural settings (AAP Committee on Pediatric Emergency Medicine, 2012). 3. Children and youth in foster care or the juvenile justice system need special consideration during all phases of emergency planning. Reunification should occur as quickly as feasible (AAP Disaster Preparedness Advisory Council & Committee on Pediatric Emergency Medicine, 2015). 4. There have been challenges coordinating end of life care in settings such as schools where the standard of care is CPR. School nurses need to be familiar with the state law and district policy on DNAR
10
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
orders in school (Zacharski et al., 2013). Michigan’s Do Not Resuscitate policy (MDHHS, 2016c) can be retrieved at https://www.michigan.gov/documents/mdch/Do_not_resuscitate.policy_298357_7.pdf
References Amanullah, S., Heneghan, J.A., Steele, D.W., Mello, M.J., & Linakis, J.G. (2014). Emergency department visits resulting from intentional injury in and out of school. Pediatrics, 133(2), 254 – 261. doi: 10.1542/peds.2013-2155 American Academy of Pediatrics Committee on Pediatric Emergency Medicine (2012). The role of the pediatrician in rural emergency medical services for children. Pediatrics, 130(5), 978 – 982. doi: 10.1542/peds.2012-2547 American Academy of Pediatrics Council on School Health (2008b). Disaster planning for schools. Pediatrics, 122(4), 895 – 901. doi: 10.1542/peds.2008-2170 Retrieved from http://pediatrics.aappublications.org/content/pediatrics/122/4/895.full.pdf American Academy of Pediatrics, Council on School Health (2008a). Medical emergencies occurring at school. Pediatrics, 122(4), 887 – 894. doi: 10.1542/peds.2008-2171 Retrieved from http://pediatrics.aappublications.org/content/pediatrics/122/4/887.full.pdf American Academy of Pediatrics Disaster Preparedness Advisory Council, Committee on Pediatric Emergency Medicine (2015). Ensuring the health of children in disasters. Pediatrics, 136, e1407 – e1417. doi: 10.1542/peds.2015 – 3112. American Academy of Pediatrics (2015). School safety during emergencies. What parents need to
know. Healthy Children.Org. Retrieved from https://www.healthychildren.org/English/safety-prevention/all-around/Pages/Actions-Schools-Are-Taking-to-Make-Themselves-Safer.aspx
Burke, R.V., Goodhue, C.J., Berg, B.M., Spears, R., Barnes, J., Upperman, J.S. (2015). Academic- community partnership to develop a novel disaster training tool for school nurses. NASN School Nurse, 30(5), 265 – 268. doi: 10.1177/1942602X15582064 Butler, S. & Wyckoff, L. (2012). Addressing the emergency needs of students with diabetes. NASN School Nurse, 27(3), 160 -162. doi: 10.1177/1942602X12442571 Centers for Disease Control and Prevention (2016). Schools and childcare centers. Retrieved from http://www.cdc.gov/childrenindisasters/schools.html Chou, E.A. (2012). The role of the private and parochial school nurse during and after a disaster. NASN School Nurse, 27, 116 – 118. doi: 10.1177/194202X12442089 Flaherty, E.A. (2013). Emergency preparedness - School nurses leading the way. NASN School Nurse, 28(4), 193 – 196. doi: 10.1177/1942602X12466431 Galemore, C.A. (2012). Recovery and resiliency after a disaster in educational settings: Part 2 A roundtable reflection. NASN School Nurse, 27(3), 150 -159. doi:10.1177/1942602X12444318 Galemore, C.A. (2015). Enhanced lockdown for schools: Newest guidance to save more lives. NASN School Nurse, 30(1), 29 – 31. doi: 10.1177/1942602X14555198
11
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
Hull, R. (2012). Recovery and resiliency after a disaster in educational settings: Part 1. NASN School Nurse, 27(3), 144 – 149. doi:10.1177/1942602X12442390 King, R. (2016). Science over stigma. Saving lives – Implementation of a naloxone use in the school setting. NASN School Nurse, 31(2), 96-101. doi: 10.1177/1942602X16628890 Knight, S., Vernon, D.D., Fines, R.J., Dean, J.M. (1999). Prehospital emergency care for children at school and non-school locations. Pediatrics, 103(6), e81. Loyacono, T.R. (2005). Responding to school emergencies. Emergency Medical Services, 34(4), 43 -44, 46, 48. Michigan Association of School Nurses (2016). First Aid and Emergency Guide Flipchart. Retrieved at https://nursingnetwork.wufoo.com/forms/masn-first-aid-and-emergency-guide-flip-chart/
Michigan Department of Education (2015). Michigan school health survey system. Retrieved from
https://mdoe.state.mi.us/schoolhealthsurveys/Home/Login.aspx
Michigan Department of Education (2016a). Safe schools Michigan school safety. Retrieved from
http://www.michigan.gov/safeschools/0,4665,7-181-49444---,00.html
Michigan Department of Education (2016b). MI ready schools: Emergency planning toolkit. Retrieved
from
http://www.michigan.gov/documents/safeschools/MI_Ready_Schools_Emergency_Planning_Toolkit_370277_7.pd
f?20160929205612
Michigan Department of Education (2016c). MI School Data Student Counts. Retrieved from
https://www.mischooldata.org/DistrictSchoolProfiles/StudentInformation/StudentCounts/StudentCount.aspx?Co
mmon_Locations=1-A,0,0,0~2-
A,0,0,0&Common_SchoolYear=11&Common_Grade=AllGrades&Common_LocationIncludeComparison=False&Co
mmon_Subgroup_StudentCountRaceGradeGender=AllStudents~Ethnicity
Michigan Department of Health and Human Services (2016a). Public Health preparedness planning.
Retrieved from http://www.michigan.gov/mdhhs/0,5885,7-339-71548_54783_54826_56166---,00.html#SchoolPrepare
Michigan Department of Health and Human Services (2016b). Michigan Model for Health Grades K-12. Retrieved from http://www.michigan.gov/mmh Michigan Department of Health and Human Services (2016c). Michigan’s Do Not Resuscitate Procedure
Act. Retrieved from http://www.michigan.gov/mdhhs/0,5885,7-339-73971_7122_3183_4895-19875--,00.html
Michigan.gov (2016). OK2SAY. Stop the violence. End the silence. Retrieved from -,00.htm http://www.michigan.gov/ok2say/0,5413,7-309-66449--l National Association of School Nurses (2014). Emergency preparedness and response in the school setting – The role of the school nurse. Position Statement. Retrieved from http://www.nasn.org/PolicyAdvocacy/PositionPapersandReports/NASNPositionStatementsFullView/tabid/462/Arti
12
MICHIGAN ASSOCIATION OF SCHOOL NURSES EMERGENCY PLANNING AND
MANAGEMENT FOR SCHOOL NURSES
cleId/117/Emergency-Preparedness-and-Response-in-the-School-Setting-The-Role-of-the-School-Nurse-Revised-June National Association of School Nurses. (2015). Naloxone use in the school setting: The role of the school nurse
(position statement). Retrieved from http://www.nasn.org/PolicyAdvocacy/PositionPapersandReports/NASNPositionStatementsFullView/tabid/462/ArticleId/854/Naloxone-Use-in-the-School-Setting-The-Role-of-the-School-Nurse-Adopted-June-2015
National Association of School Nurses (2016a). Disaster preparedness resources. Retrieved from http://www.nasn.org/ToolsResources/DisasterPreparedness National Association of School Nurses (2016b). Framework for the 21st Century School Nursing Practice. NASN School Nurse, 31(1), 45 – 53. doi: 10.1177/1942602X15618644
Olympia, R.P. (2016). School nurses on the front lines of medicine. Emergencies 101 ask the E.R. pediatrician. NASN School Nurse, 31(2), 94-95. doi: 10.1177/1942602X15626003 Olympia, R.P., Wan, E., & Avner, J.R. (2005). The preparedness of schools to respond to emergencies in children: A national survey of school nurses. Pediatrics, 116(6), e738-e745. Porter, S.M., Page, D.R., & Somppi, C. (2013). Emergency preparedness in the school setting. NASN School Nurse, 28(6), 298 – 305. doi: 10.1177/1942602X13507282 Schonfeld, D.J. & Demaria, T. Disaster Preparedness Council & Committee on Psychosocial Aspect of Child and Family Health (2015). Providing psychosocial support to children and families in the aftermath of disasters and crises. Pediatrics, 136(4), e1120 – e1130. doi: 10.1542/peds.2015-2861 Silkworth, C.K. & Hoxie, A. (2012). Collaborating with school district partners: Challenges and opportunities. In C. Constante (Ed), School Nurse Administrators Leadership and Management (pp. 81-108). Silver Spring, Maryland: National Association of School Nurses. Syed, S., Wahl, M.S., & Burda, A.M. (2012). Hazardous material events in schools and how the regional poison control center can help. NASN School Nurse, 27(3), 170 – 171. doi: 10.1177/1942602X12436887 The National Child Traumatic Stress Network (n.d.). Child trauma toolkit for teachers. http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit U.S. Department of Education (2016). Positive Behavioral Interventions and Support. Retrieved from http://www.pbis.org/ Zacharski, S., Minchella, L., Gomez, S., Grogan, S., Porter, S., Robarge, D. (2013). Do not attempt resuscitation (DNAR) orders in school settings. NASN School Nurse, 28(2), 71 -75.
