SCHOOL NURSE UPDATE ISSUE #12

1

School Nurse Update

#12 2/6/18

LOUISE WILSON, MS, BSN, RN, NCSN IN THIS ISSUE

Burn Awareness Week

Restorative Practices

Vision Conditions Impacting Learning

DHS Information

PI 34 Hearing

Research Brief

PRACTICE POINTS – Essential Oils

SAVE THE DATE

WASN Spring Conference- April 18-20, 2018 Monona Terrace- Madison Wisconsin REGISTRATION NOW OPEN!

NASN Annual School Nurses Conference June 30- July 3- Baltimore, Maryland

DPI School Nurse Summer Institute- August 9, 2018- Madison -Human Trafficking

Greetings!

Since the last DPI School Nurse Update I have been traveling and involved in my own professional development both in my DPI School Nurse Consultant role and my responsibilities with the National Association of School Nurses (NASN). I was in Washington DC for four days with NASN where I was once again challenged to find ways to strengthen my “school nurse voice” so as to improve student health and learning. I attended the National Association of State School Nurse Consultants meeting (virtually) where I was reminded of the wealth of school health resources provided by the Center for Disease Control and Prevention (CDC). Here is the link to the School Health Services website. Check it out. https://www.cdc.gov/healthyschools/schoolhealthservices.htm School nurse leaders who are involved in providing professional development might find the CDC’s Training Tools for Healthy Schools webpage helpful. https://www.cdc.gov/healthyschools/trainingtools.htm

Later in the Update there is a direct link to one of the many CDC school health resources describing the relationship between certain chronic health conditions and academic achievement. This might be a good resource to use in your End-of-Year Report or, as you use your school nurse voice.

On January 31, 2018, I met with CESA 6 school nurses. We discussed best practices in writing health plans and “career and college ready IEPs.” I continue to promote discussion regarding the rationale for school nursing documentation and how to meet professional school nurse standards.

Though Wisconsin is in the depths of winter summer camps are beginning to advertise for camp nurses. See attached flyer -CAMP CHI SUMMER NURSE POSITIONS.

Stay safe and warm!

SCHOOL NURSE UPDATE ISSUE #12

LOUISE WILSON, MS, BSN, RN, NCSN

Using Restorative Practices and Circles

in a School Setting

In today’s schools, care for the person/s harmed through misbehavior is rarely addressed in intentional ways. Misbehavior is punished leaving the student to feel disconnected from school and at times also feeling like a victim. When misbehavior is not addressed in a restorative manner the focus of academic learning is broken. Working through Restorative Practices, misbehaving students deal with the harm they have caused to individuals and to the school community. An understanding of the harm done and a restoring of safety or relationships starts to happen and the emphasis of learning in a caring environment can resume. The goals of Restorative Practices apply not only to those involved in or affected by misbehavior, but to the larger educational community as well. See attached flyer for more information and remaining dates for 2017/18 school year.

Burn Awareness Week - February 4-10, 2018

This week is Burn Awareness Week and a great to opportunity to emphasize the many ways your students can Be Burn Aware throughout the year. Teaching students about electrical, fire, home, and scald safety is a great way to prevent burn injuries and create awareness. Complimentary materials such as activity books and fact cards are available from Shriners Hospitals for Children®. Order today to encourage your students to be injury-free

Fact Sheets Regarding Vision Conditions which may Adversely Impact Student Learning

DPI has posted three fact sheets related to students who may exhibit difficulties with functional vision on the Special Education Visual Impairment webpage. Students with suspected visual difficulties should be evaluated to determine whether visual functioning adversely affects educational performance. These fact sheets offer a few examples of possible resulting implications from several visual conditions such as Convergence Insufficiency Specific, Homonymous Hemianopsia Specific, and Severe Nystagmus Specific. Included are possible strategies, accommodations and resources which may provide assistance to students if functional vision is found to adversely affect a student's educational performance.

SCHOOL NURSE UPDATE ISSUE #12

3

It is not too late to vaccinate against influenza

According to the Wisconsin Weekly Respiratory Report cases of influenza-like illness continue to rise across the state with 613 flu-related hospitalizations reported just in the week ending January 27, 2018. Additionally, data from the Wisconsin Immunization Registry (WIR) indicates that only 33% of Wisconsin residents have received the flu vaccine, leaving the majority of residents unprotected.

Visor Cards Help People Who are Deaf and Hard of Hearing Communicate with Law Enforcement

The Department of Health Services (DHS) Office for the Deaf and Hard of Hearing today introduced the Communication Visor Card, a tool to help drivers who are Deaf and hard of hearing communicate with law enforcement. Originally created by the Wisconsin Council for the Deaf and Hard of Hearing, the updated card seeks to help people who are Deaf or hard of hearing communicate with police officers during a traffic stop or road emergency situation.

“By enhancing the communication between law enforcement officers and state residents who are Deaf and hard of hearing, the visor cards help us fulfill our mission to protect and promote the health and safety of the people of Wisconsin,” said State Health Officer Karen McKeown.

View the entire news release.

https://www.cdc.gov/healthyschools/chronic_conditions/pdfs/2017_02_15-CHC-and-Academic-Achievement_Final_508.pdf

The Department of Public Instruction will conduct a hearing from 2:30 to 4 p.m. Feb. 15 to take public testimony on emergency rules related to PI 34, educator licensing. The hearing will be held at department headquarters, GEF 3, Room P41, 125 South Webster Street, Madison.

Additional information is available on the Department of Public Instruction newsroom website http://dpi.wi.gov/sites/default/files/news-release/dpinr2018-14.pdf. (Text at https://dpi.wi.gov/news/releases/2018/hearing-scheduled-educator-licensing-emergency-rules.) Please direct comments or questions about this news item to Tom McCarthy, (608) 266-3559, or Thomas.McCarthy@dpi.wi.gov. (DPI staff members monitor calls and messages every business day.)

SCHOOL NURSE UPDATE ISSUE #12

4

Approximately once a week I receive an email or phone call asking the Department of Public Instruction for guidance regarding essential oils. While there may be benefits to the use of oils, the use in schools is problematic. Concerns regarding allergies of other students and staff to the “smell” or ingredients in the oils need to be considered.

DPI has not issued any specific guidance on this issue. DPI recommends that each school district address homeopathic and research medications in their individual medication policies.

Besides potential allergies another consideration for school districts and school nurses is how essential oils fit into the Wisconsin student medication law. Statute 118.29 which allows school staff to administer medications to students while in school or school sponsored activities states that a medication is a substance “recognized as a drug in the official U.S. pharmacopoeia and national formulary or official homeopathic pharmacopoeia of the United States or any supplement to either of them.” Additionally, the medication must come in a labeled container with the ingredients listed. “If the nonprescription drug product is supplied by the pupil's parent or guardian, the nonprescription drug product shall be supplied in the original manufacturer's package, and the package must list the ingredients and recommended therapeutic dose in a legible format.”

Self-administration of these types of substances, and vaping in particular, are not addressed in state law, nor is areosolation. Any student exposed to (given) a medication via inhalation would need a parent consent. By definition “inhalation” is a route that requires staff to receive DPI approved training before the staff member is authorized in writing to administer. DPI has not included this route of medication administration in its medication administration training videos. At this time, districts would need to create their own training and submit to DPI (me) to approve.

PRACTICE POINTS

School Nurse Webpage: https://dpi.wi.gov/sspw/pupil-

services/school-nurse

To join the School Nurse Email List and receive school nursing

updates click here

Using Restorative Practices and Circles in a School Setting

In today’s schools, care for the person/s harmed through misbehavior is rarely addressed in intentional ways. Misbehavior is punished leaving the student to feel disconnected from school and at times also feeling like a victim. When misbehavior is not addressed in a restorative manner the focus of academic learning is broken. Working through Restorative Practices, misbehaving students deal with the harm they have caused to individuals and to the school community. An understanding of the harm done and a restoring of safety or relationships starts to happen and the emphasis of learning in a caring environment can resume. The goals of Restorative Practices apply not only to those involved in or affected by misbehavior, but to the larger educational community as well. Key Goals of Restorative Practice:

To understand the harm and develop empathy for both the harmed and the harmer

To listen and respond to the needs of the person harmed and the person who harmed

To encourage accountability and responsibility through personal reflection within a

collaborative planning process

To reintegrate the harmer (and, if necessary, the harmed) into the community as

valuable, contributing members

To create caring climates to support healthy communities

To change the system and why it contributes to the harm

Day 1—Participants will have an understanding of: Restorative Practices—where its roots are from and how it is being used today. Punishment vs. Restoration—Where are you on the discipline continuum? The four paned window of conduct. Values and Concepts of a Restorative School Environment—How does your school check out? Day 2—Participants will have an understanding of the “practices” in Restorative Practice and how they fit into a continuum (think triangle in PBIS) —Types of Restorative Practice: Reintegration following suspensions, Class meetings, Circles, Conferencing, Truancy mediation, Bullying PRESENTERS: Christine Kleiman Program Director, Safe and Healthy Schools Department at CESA #7, Regional Coordinator for Wisconsin Safe and Healthy Schools Center, PBIS Coach and Trainer, and Restorative Practice Trainer. Patricia Kexel Retired Language Arts teacher and Middle School Guidance Counselor, presently Restorative Practices Trainer and co-founder of Creating Connections. Herb Kohl Fellowship Recipient in 2006 ONLINE REGISTRATION: Ashland: http://login.myquickreg.com/register/event/event.cfm?eventid=18853 Turtle Lake: http://login.myquickreg.com/register/event/ event.cfm?eventid=18854 Chippewa Falls: http://login.myquickreg.com/register/event/ event.cfm?eventid=18855 West Salem: http://login.myquickreg.com/register/event/ event.cfm?eventid=18856 Oshkosh: http://login.myquickreg.com/register/event/ event.cfm?eventid=18857

Green Bay: http://login.myquickreg.com/register/event/ event.cfm?eventid=18858 REGISTRATION ASSISTANCE: Mary Devine, CESA #4 (800) 514-3075; mdevine@cesa4.org COST: $200. registration fee per person (Handouts, lunch and refreshments are included) PAYABLE TO: CESA #4 SEND PAYMENT TO: CESA #4, 923 East Garland Street, West Salem, WI 54669 ATTN: Mary Devine—PLEASE include and clearly define: with all checks or purchase orders. Thank you!

*LIMIT 30 PARTICIPANTS*

AUDIENCE: Administrators, School Counselors,

Social Workers, and Teachers

Registration 8:00-8:30 am Workshop 8:30 am-3:30 pm

DATES / LOCATIONS:

November 7-8, 2017

CESA #12, 618 Beaser Avenue Ashland, WI 54806 Contact: Lynn Verage, CESA #9 (715) 453-2141; lverage@cesa9.org December 19-20, 2017 CESA #11, 225 Ostermann Drive Turtle Lake, WI 54889 Contact: Carol Zabel, CESA #10 (715) 720-2145 czabel@cesa10.org January 9-10, 2018 CESA #10, 725 West Park Avenue Chippewa Falls, WI 54729 Contact: Carol Zabel, CESA #10 (715) 720-2145 czabel@cesa10.org March 7-8, 2018 CESA #4, 923 East Garland Street West Salem, WI 54669 Contact: Carol Zabel, CESA #10 (715) 720-2145 czabel@cesa10.org April 19-20, 2018 CESA #6, 2300 State Road 44 Oshkosh, WI 54904 Contact: Jackie Schoening, CESA #6 (920) 236-0515 jschoening@cesa6.org June 19-20, 2018 CESA #7, 595 Baeten Road Green Bay, WI 54304 Contact: Chris Kleiman CESA #7; (920) 617-5645 ckleiman@cesa7.org CREDIT: OPTIONAL One graduate credit is available from Viterbo University for an additional $200.

Advanced Trauma Strategies

BUILDING EMOTIONAL RESILIENCE IN TIER 2 AND 3 STUDENTS

Designed for teams looking to expand their base knowledge of trauma

informed practices for schools, this session is a training for educators,

school mental health/counseling staff, PBIS, and others working with our

most challenged students. We invite staff teams working with Tier 2 or 3

students, to bring specific concerns and problems for targeted focus with

the Trauma lens.

LEARNING OBJECTIVES:

Review how emotion regulation and learning are affected by traumatic

stress

Explore four specific ways to build emotional resilience in staff and

students

Examine the re-enactment cycles of specific challenges to identify

triggers and points of intervention

Build a step-by-step plan to increase emotional resilience for specific

challenges

PRESENTER:

Donna Rifken, PhD, is a child clinical psychologist with over 30 years’

experience assessing and treating youth and their families. She is especially

interested in the effects of developmental trauma on the wellness of

children and adolescents. Her mindfulness training allows her to teach/

coach evidence-based interventions to manage and reduce emotional

distress in youth and adults.

REGISTER ONLINE:

Oshkosh—http://login.myquickreg.com/register/event/event.cfm?

eventid=19540

Chippewa Falls—http://login.myquickreg.com/register/event/

event.cfm?eventid=19553

Waukesha—http://login.myquickreg.com/register/event/event.cfm?

eventid=19741

DATES/TIMES/LOCATIONS Registration: 8:30-9:00 am

Training 9:00 am-4:00 pm

November 6, 2017

CESA #6

2300 State Road 44

Oshkosh, WI 54904

Contact: Jackie Schoening, CESA #6

(920) 236-0515; jschoening@cesa6.org

November 15, 2017

CESA #10

725 W. Park Avenue

Chippewa Falls, WI 54729

Contact: Carol Zabel, CESA #10

(715) 720-2145; czabel@cesa10.org

June 26, 2018

The Excellence Center

N4W22000 Bluemound Road

Waukesha, WI 53186

Contact: Christine Kleiman, CESA #7

(920) 617-5645; ckleiman@cesa7.org

COST: $35

(Lunch and snacks provided)

Registration or billing questions:

Mary Devine, CESA #4

mdevine@cesa4.org

Send payment to:

ATTN: Mary Devine

923 East Garland Street

West Salem, WI 54669

PLEASE include and clearly define:

Participant name, exact name of

workshop, and date, with all checks or

purchase orders. Thank you!

Here are the camps that have a minimum number of weeks within set dates: CA June 19-July 29* RN/LPN 2 week minimum; coed sports camp GA June 10-Aug 2* RN 3 wk min; weekday night nurse, coed traditional camp MD June 17-Aug 24* RN/LPN 2 wk minimum; children’s special needs camp NY June 1-Sept 3* RN or LPN 2 week minimum; special needs camp NY June 24-Aug 12* RN or LPN 2 week minimum; coed traditional camp PA June 7-Aug 20* Lead Nurse 6 weeks min.; coed developmental needs camp TX July 17-Aug 7* RN 1 or 2 week minimum; coed traditional camp Here are the camps that have a more set assignment, but often can be flexible by a few days: CA July 3-Aug 12 RN/LPN Coed traditional camp appx. 5 weeks MA June 15-28 RN/LPN Coed traditional camp appx. 2 weeks MA June 25-July 21 RN/LPN Coed traditional camp appx. 4 weeks MA July 27-Aug 20 RN Coed traditional camp appx. 3.5 weeks ME June 23-July 23 RN Girls traditional camp appx. 4.4 weeks ME June 27-July 22 RN Coed traditional camp appx. 3.5 weeks ME July 21-Aug 10 RN Girls traditional camp appx. 3 weeks ME July 22-Aug 15 RN Coed traditional camp appx. 3.5 weeks NH June 12-July 18 RN Girls traditional camp appx. 5 weeks NH July 17-Aug 16 RN Girls traditional camp appx. 4 weeks NY June 7-26 RN Coed arts camp appx. 3 weeks NY June 14-July 22 RN/LPN Coed traditional camp appx. 5.5 weeks NY June 22-July 22 RN Coed traditional camp appx. 4 weeks NY June 23-July 21 RN Coed traditional camp appx. 4 weeks NY June 23-Aug 11 RN/LPN Coed traditional camp appx. 7 weeks NY June 26-July 16 RN Coed arts camp appx. 3 weeks NY June 26-July 22 RN/LPN Coed traditional camp appx. 4 weeks NY July 7-21 RN Coed traditional camp appx. 2 weeks NY July 14-Aug 11 RN/LPN Coed traditional camp appx. 4 weeks NY July 16-Aug 5 RN Coed arts camp appx. 3 weeks NY July 19-Aug 12 RN Coed traditional camp appx. 3.5 weeks NY July 21-Aug 17 RN Coed traditional camp appx. 4 weeks NY July 22-Aug 20 RN Coed traditional camp appx. 4 weeks NY Aug 5-26 RN Coed arts camp appx. 3 weeks OH June 1-July 9 RN Coed traditional camp appx. 5.5 weeks OH July 9-Aug 2 RN Coed traditional camp appx. 3.5 weeks PA June 9-July 9 RN/LPN Coed traditional camp appx. 4 weeks PA June 10-July 22 RN Coed traditional camp appx. 6 weeks PA June 17-July 12 RN/LPN Coed traditional camp appx. 3.5 weeks PA June 18-July 20 RN/LPN Coed traditional camp appx. 4.5 weeks

PA June 21-July 21 RN/LPN Coed traditional camp appx. 4 weeks PA June 24-July 22 RN Coed traditional camp appx. 4 weeks PA June 27-July 25 RN/LPN Coed traditional camp appx. 4 weeks PA July 8-31 RN/LPN Coed traditional camp appx. 3 weeks PA July 9-Aug 11 RN/LPN Coed traditional camp appx. 5 weeks PA July 15-Aug 12 RN/LPN Coed traditional camp appx. 4 weeks PA July 21-Aug 11 RN/LPN Coed traditional camp appx. 3 weeks PA July 22-Aug 5 RN Coed traditional camp appx. 2 weeks PA July 25-Aug 15 RN Coed traditional camp appx. 3 weeks PA Aug 5-19 RN Coed traditional camp appx. 2 weeks WI June 9-July 13 RN or LPN Girls traditional camp appx. 5 weeks WI June 9-July 13 RN or LPN Girls traditional camp appx. 5 weeks WI June 12-July 16 RN or LPN Coed traditional camp appx. 5 weeks WI June 13-26 RN or LPN Boys traditional camp appx. 2 weeks WI June 16-July 12 RN Coed traditional camp appx. 4 weeks WI June 19-July 1 RN Coed traditional camp appx. 2 weeks WI June 20-July 14 RN Girls traditional camp appx. 3.5 weeks WI June 28-July 11 RN or LPN Boys traditional camp appx. 2 weeks WI July 3-15 RN Coed traditional camp appx. 2 weeks WI July 13-Aug 9 RN or LPN Girls traditional camp appx. 4 weeks WI July 14-27 RN or LPN Girls traditional camp appx. 2 weeks WI July 14-Aug 9 RN Coed traditional camp appx. 4 weeks WI July 15-Aug 2 RN Coed traditional camp appx. 2.5 weeks WI July 16-Aug 9 RN Coed traditional camp appx. 3.5 weeks WI July 16-Aug 13 RN or LPN Coed traditional camp appx. 4 weeks WI July 29-Aug 11 RN or LPN Girls traditional camp appx. 2 weeks The standard salary is $1000/week for an experienced nurse and camps provide meals and lodging. We pay for round trip air transportation to and from camp or will pay for gas to drive to the camp. If it’s necessary to obtain a license to work in the particular state, some camps will pay for those expenses. Many camps will allow children of the nurse to attend camp for free or for a reduced rate. The best way to start is to complete our application at http://www.whizresources.com/medical_staff_form.html which comes directly to me. When I receive the application I'll call the applicant to talk about the options that best fit their needs. Interested candidates can contact me if they have any questions. Please let me know if you need anything! Rick Rick Whisenhunt WhizResources 214-709-5559 www.whizresources.com