The role of the Clinical Nurse Specialist: Transprofessional collaboration in the implementation of a school-wide bullying prevention program

2.50
Hdl Handle:
http://hdl.handle.net/10755/164069
Category:
Abstract
Type:
Presentation
Title:
The role of the Clinical Nurse Specialist: Transprofessional collaboration in the implementation of a school-wide bullying prevention program
Author(s):
Bowllan, Nancy
Author Details:
Nancy Bowllan, EdD, MSN, BSN, Wegmans School of Nursing, St. John Fisher College, Rochester, New York, USA, email: nbowllan@sjfc.edu
Abstract:
PURPOSE/OBJECTIVES: To provide an overview of the multidimensional roles of a Psychiatric Clinical Nurse Specialist (PCNS) in the implementation of the Olweus Bullying Prevention Program (OBPP) in an urban/suburban middle school. SIGNIFICANCE: Bullying is recognized as the most prevalent form of low-level violence in schools with the potential to have a profound effect on students' emotional, physical and psychosocial well-being. The role of the PCNS in school-based bullying prevention programming has received little attention in the literature. Background/Rationale: As a nationally recognized Blueprint "Best Practice" Model Program by the U.S. Department of Juvenile Justice and the Substance Abuse Mental Health Services Administration (SAMHSA), the OBPP has demonstrated, through evidence-based research, to significantly reduce the incidence of bullying in schools while improving the overall school climate. DESCRIPTION: Training and ongoing consultation was provided by the PCNS to the coordinating committee, teachers, administrators and adult support staff. A survey to assess bullying behavior and the impact on the school climate was administered to students and teachers pre-and-post OBPP. OUTCOME: Significant positive findings were noted for 7th grade females and teachers following one year of implementation. Positive feedback was received for the training and ongoing consultation provided by the PCNS. INTERPRETATION/CONCLUSION: Training, program implementation and ongoing consultation utilized multiple skills inherent in the scope of practice of a PCNS. Examples include conflict resolution skills, problem solving skills, group facilitation skills, consultation skills, early intervention/prevention skills, and a sound knowledge base in the area of psychosocial development and at-risk youth. Furthermore, the expertise of a PCNS in the area of milieu therapy and multidisciplinary collaboration contributed substantially to understanding the dynamic nature of the school climate and the successful development of a transprofessional collaborative team. IMPLICATIONS FOR PRACTICE: These findings suggest that a PCNS possesses the knowledge and expertise as a leader, consultant, collaborator and researcher to implement a school-wide prevention program. Further discussion is warranted to explore the inherent challenges when providing preventative services across professional domains as well as the synergistic strengths that this very collaboration brings to enhancing the overall mental health and well-being of not just the individual but the school as a whole.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2010
Conference Name:
CNS as Interal Consultant: Influencing Local to Global Systems
Conference Host:
NACNS - National Association of Clinical Nurse Specialists
Conference Location:
Portland, Oregon, USA
Description:
Conference theme: CNS as Internal Consultant: Influencing Local to Global Systems, held March 3 - 6, Portland, Oregon, USA
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleThe role of the Clinical Nurse Specialist: Transprofessional collaboration in the implementation of a school-wide bullying prevention programen_GB
dc.contributor.authorBowllan, Nancyen_US
dc.author.detailsNancy Bowllan, EdD, MSN, BSN, Wegmans School of Nursing, St. John Fisher College, Rochester, New York, USA, email: nbowllan@sjfc.eduen_US
dc.identifier.urihttp://hdl.handle.net/10755/164069-
dc.description.abstractPURPOSE/OBJECTIVES: To provide an overview of the multidimensional roles of a Psychiatric Clinical Nurse Specialist (PCNS) in the implementation of the Olweus Bullying Prevention Program (OBPP) in an urban/suburban middle school. SIGNIFICANCE: Bullying is recognized as the most prevalent form of low-level violence in schools with the potential to have a profound effect on students' emotional, physical and psychosocial well-being. The role of the PCNS in school-based bullying prevention programming has received little attention in the literature. Background/Rationale: As a nationally recognized Blueprint "Best Practice" Model Program by the U.S. Department of Juvenile Justice and the Substance Abuse Mental Health Services Administration (SAMHSA), the OBPP has demonstrated, through evidence-based research, to significantly reduce the incidence of bullying in schools while improving the overall school climate. DESCRIPTION: Training and ongoing consultation was provided by the PCNS to the coordinating committee, teachers, administrators and adult support staff. A survey to assess bullying behavior and the impact on the school climate was administered to students and teachers pre-and-post OBPP. OUTCOME: Significant positive findings were noted for 7th grade females and teachers following one year of implementation. Positive feedback was received for the training and ongoing consultation provided by the PCNS. INTERPRETATION/CONCLUSION: Training, program implementation and ongoing consultation utilized multiple skills inherent in the scope of practice of a PCNS. Examples include conflict resolution skills, problem solving skills, group facilitation skills, consultation skills, early intervention/prevention skills, and a sound knowledge base in the area of psychosocial development and at-risk youth. Furthermore, the expertise of a PCNS in the area of milieu therapy and multidisciplinary collaboration contributed substantially to understanding the dynamic nature of the school climate and the successful development of a transprofessional collaborative team. IMPLICATIONS FOR PRACTICE: These findings suggest that a PCNS possesses the knowledge and expertise as a leader, consultant, collaborator and researcher to implement a school-wide prevention program. Further discussion is warranted to explore the inherent challenges when providing preventative services across professional domains as well as the synergistic strengths that this very collaboration brings to enhancing the overall mental health and well-being of not just the individual but the school as a whole.en_GB
dc.date.available2011-10-27T11:41:26Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:41:26Z-
dc.conference.date2010en_US
dc.conference.nameCNS as Interal Consultant: Influencing Local to Global Systemsen_US
dc.conference.hostNACNS - National Association of Clinical Nurse Specialistsen_US
dc.conference.locationPortland, Oregon, USAen_US
dc.descriptionConference theme: CNS as Internal Consultant: Influencing Local to Global Systems, held March 3 - 6, Portland, Oregon, USAen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.en_US
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