Why did you decide on Mennonite College of Nursing for your School Nurse Graduate Certificate?
When I began working as a school nurse in my hometown, obtaining my School Nurse Graduate Certificate was quickly a desired personal goal to reach. I would catch myself researching programs and initiating applications, but always seemed to talk myself out of taking on the challenge. As the school years passed by, I completed the School Nurse Designee training through ISBE, became very confident in my role during the IEP process, and felt knowledgeable about school law, so I often had that little voice in the back of my head asking me if I “really needed” my PEL in school nursing. When I left my hometown position for a leadership role at the Illinois School for the Visually Impaired (ISVI), I felt empowered to engulf myself back into the research of programs. With Illinois State University being such a well-respected school for its Teacher of the Visually Impaired (TVI) program, I was elated to learn that they had a program for the School Nurse Graduate Certificate. Reading through the course catalog, checking all of my boxes of a PEL-CSN program, and discovering that it was fully online was what sealed the deal.
What was your experience like in the School Nurse Graduate Certificate program?
The School Nurse Graduate Certificate program at ISU surpassed my expectations. From the very first informational meeting to the completion of the program, I couldn’t have asked for a better experience. The educators were compassionate, uplifting, and well-versed in the field of school nursing. They understood that most of our class was working full-time and juggling personal lives, but they provided a blanket of comfort from start to finish. The online format allowed students the flexibility to easily adapt to the “return-to-school” fear that many of my classmates confessed they felt. The content of the courses shed light on the importance of school nursing and the impact that school nurses make on a child’s educational experience. School nurse offices can be misconstrued as a band-aid and ice station, but ISU’s program successfully debunks that myth. It was motivating to reflect on my successes throughout the course, as well as to hear the inspiring accomplishments of my peers.
What advice would you give a nurse considering pursuing a school nurse certificate?
Even the most experienced school nurses should strive for this goal, in my opinion. If school health and education are not connected, a school nurse’s office is just a clinic. A student’s health has a significant impact on their education, and advocating for accommodations, boosting attendance, connecting students with community resources, and creating a link between wellness and the classroom all require a school nurse with extensive knowledge of care planning and special education. It is worthwhile investing the time and effort to be able to provide your students with that, as the School Nurse Graduate Certificate program educates nurses on how to create that bridge.
Can you describe what a typical week looks like as a School Nurse?
I feel like people often underestimate the abilities of a school nurse, but I used to joke that I wished I could turn into an octopus so that I had enough arms to complete all the tasks circulating in my office. At my previous school, I was the only school nurse for a district of about 400 students and traveled between two schools about five miles apart. I provided care for students from pre-K to 12th grade, all from different socioeconomic backgrounds, and all with different educational and health needs.
A school nurse’s life is occupied with assuring compliance with school physicals, eye, and dental exams, vaccinations, prescription authorizations, emergency preparedness, IEP reports, and student care plans, in addition to the daily office visits with students and staff. A school nurse may educate a child about insulin injections in the morning, then shift their nursing focus to splinting a fractured arm in the afternoon. School nurses are given responsibility for an array of duties during the week, including examining ears and throats, offering social and emotional support, making sure that kids have access to food and clothing at home, teaching CPR, managing seizures, treating head lice, and providing medical advice to name a few.
In my current position, I oversee the coordination, functionality, and quality of care at an Illinois Department of Human Services (IDHS) state school, Illinois School for the Visually Impaired (ISVI). I supervise the health center of six nurses (when fully staffed), as well as both occupational and physical therapy departments. We have a 24-hour Health Center that is supported by an on-call physician specialist. At my previous school, my assessments and recommendations were often at the discretion of the parent since the majority of their care took place with their primary care physician at home. I often felt like I was alone on an island in my previous school nurse’s office, for I had no other nurses to discuss treatment plans with, no one else to take a second look at the funky rash coming through the door and had no physician to call for medication orders. I understand that these are likely the same battles that school nurses all over the country continually face. School nurses must have sound nursing judgment and close connections with student families. In my current position, it has been a breath of fresh air to have a health care team to collaboratively review student needs and to carry out interventions with a physician’s support. The majority of our students stay overnight in our dorm setting, widening our window of nursing services and student needs that would typically take place at home.
What is your favorite aspect of your career?
Making student connections and watching them meet daily living goals fills my cup and brings unexplainable energy to my work. In my current leadership position, I am often no longer on the front lines of daily student care, but I force myself to take time away from meetings and behind-the-scenes work to recharge with the students. A typical nursing career is not focused on ocular conditions, so nurses who come to ISVI must quickly learn and adapt to caring for those with low vision and blindness. I have enjoyed this enhancement in my nursing knowledge.
One of my department’s annual goals is to promote health independence among our students. We have developed an independent medication program and a health independence program so that our students can learn how to safely and correctly administer their medication and how to manage the care needs of their ocular and health conditions. We have seen growth in students’ understanding of their diagnoses, growth in knowing how to call their doctor or pharmacy, and growth in the management of their health care needs in the dorm and classroom settings. I love being a part of their journey to independence, whether it be after 12th grade graduation or when they are 22 years old, it’s meaningful work to help them be their best selves.
What do you see yourself doing in 5-10 years?
I have developed a love for leadership and see myself continuing to focus on program development, as well as promoting collaboration, communication, and dynamic navigation. Whether that be in my current role or a role outside of school nursing, I strive to continue my work in public service. This includes improving interprofessional relationships, restructuring processes, and bringing the bigger picture to fruition. I have also thought about slowly obtaining my doctorate, but that is in the beginning phases of manifestation.
With your summer off, how do you recharge in preparation for the next school year?
In my previous position, I had summers off. I took that time to disconnect and focus on the small things that were overshadowed during the school year. I ran, spent time with family and friends, swam, and worked in my yard. In my current position, I am a 12-month employee. We have two summer camps in June each year, which are busy, but recharging. One week, we have families and babies with low vision or blindness stay on campus. While the parents attend seminars throughout the day, the camp staff help with the babies. The nurses typically get the title of “baby hog.” Ha. The second camp week is for school-aged students from around the state who come to stay at ISVI for a few days. It’s amazing to be a part of the developing friendships among the campers. After camps have concluded, the nurses in my department can have a break until August, while I spend time reflecting on and preparing for the next school year. For admin, the end of June and July are used for planning, editing policies, and taking care of other managerial needs that are hard to get to when kiddos are on campus. This time of year is much slower, and our administration team works together to ensure that we each get the much-needed time away. During that time, you’ll likely catch me in my greenhouse, propagating plants, taking care of my ducks, or hanging out in the pool with my kids.
