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Full-Text Articles in Medicine and Health Sciences
Changes In Medications Administered In Schools, Ann Mccarthy, M. Kelly, S. Johnson, J. Roman, M. Zimmerman
Changes In Medications Administered In Schools, Ann Mccarthy, M. Kelly, S. Johnson, J. Roman, M. Zimmerman
Ann Marie McCarthy
The purpose of this descriptive, cross-sectional study was to determine if there have been changes in the type and number of attention deficit/hyperactivity disorder (AD/HD) medications administered in schools since the introduction of long-acting stimulants. A survey was sent to 1,000 school nurses randomly selected from the National Association of School Nurses membership, with 339 returned (34%). Between 2000 and 2003 the proportion of students receiving any prescription medication (2.9/100 vs. 1.0/100), methylphenidate (1.2 vs. 0.2), or amphetamine/dextroamphetamine (0.3/100 vs. 0.1/100) was significantly reduced ( p < .0001). High school students took fewer prescription ( p < .0001) and AD/HD medications ( p < .0001), but more nonprescription medications than other students. A total of 163 different prescription medications and 28 nonprescription medications were administered during the typical school day. This study suggests that the use of long-acting stimulants has significantly reduced the number of prescription medications administered in schools. This reduction has been accompanied by a dramatic increase in the range of medications administered, making the medication administration process in schools more complex, not less.
Family Perceptions Of Medication Administration At School: Errors, Risk Factors, And Consequences, D. Clay, K. Farris, Ann Mccarthy, M. Kelly, R. Howarth
Family Perceptions Of Medication Administration At School: Errors, Risk Factors, And Consequences, D. Clay, K. Farris, Ann Mccarthy, M. Kelly, R. Howarth
Ann Marie McCarthy
Medications are administered every day in schools across the country. Researchers and clinicians have studied school nurses' and educators' experiences with medication administration, but not the experiences of children or their parents. This study examined medication administration from the child and parent perspectives to (a) determine problems children experience with medicines at school, (b) clarify risk factors for medication errors, and (c) examine the perceived impact of medication errors on school performance and social relationships. Participants included children ages 8 to 18 years (n=157) being treated at a large Midwestern Children's Hospital in diabetes, asthma, and Attention Deficit Hyperactivity Disorder …
School Nurses' Experiences, Concerns, And Knowledge Of Growth Disorders In Children: Development Of A Monograph, Janet Williams, Ann Mccarthy, H. Bragadottir, D. Reed
School Nurses' Experiences, Concerns, And Knowledge Of Growth Disorders In Children: Development Of A Monograph, Janet Williams, Ann Mccarthy, H. Bragadottir, D. Reed
Ann Marie McCarthy
Growth disorders may be associated with difficult psychosocial adjustment, learning problems, and specific health risks. Appropriate school health programming relies on school nurses who are skilled in growth assessment, management of psychosocial and behavioral problems, and effective communication with school personnel, children, families, and health care resources. A monograph and model individualized healthcare plans were developed for growth disorders in school-age children as an educational resource for school nurses. Knowledge of growth disorders among nurses receiving the monograph was evaluated in a random sample of 336 school nurses, members of the National Association of School Nurses. Knowledge of growth assessment …
Impact Of Parent-Provided Distraction On Child Responses To An Iv Insertion, Ann Mccarthy, Charmaine Kleiber, Kirsten Hanrahan, M. Zimmerman, N. Westhus, S. Allen
Impact Of Parent-Provided Distraction On Child Responses To An Iv Insertion, Ann Mccarthy, Charmaine Kleiber, Kirsten Hanrahan, M. Zimmerman, N. Westhus, S. Allen
Ann Marie McCarthy
This study evaluates the impact of parent-provided distraction on children's responses (behavioral, physiological, parent, and self-report) during an IV insertion. Participants were 542 children, 4 to 10 years old, randomized to an experimental group that received a parent distraction coaching intervention or to routine care. Experimental group children had significantly less cortisol responsivity (p = .026). Children that received the highest level of distraction coaching had the lowest distress on behavioral, parent report, and cortisol measures. When parents provide a higher frequency and quality of distraction, children have lower distress responses on most measures.
Cognitive Behavioral Pain And Anxiety Interventions In Pediatric Oncology Centers And Bone Marrow Transplant Units, Ann Mccarthy, V. Cool, M. Petersen, D. Bruene
Cognitive Behavioral Pain And Anxiety Interventions In Pediatric Oncology Centers And Bone Marrow Transplant Units, Ann Mccarthy, V. Cool, M. Petersen, D. Bruene
Ann Marie McCarthy
Although research conducted on the treatment of pain and anxiety in children has found a number of cognitive behavioral interventions to be effective, it is not known to what extent this research has been put into practice. The purpose of this project was to obtain information on the use of cognitive behavioral interventions to help children and families cope with the pain and anxiety experienced during lumbar punctures and bone marrow aspirations. In this descriptive study, 15 Pediatric Bone Marrow Transplant Units and 32 Pediatric Hematology/Oncology Centers from across the country were surveyed using a questionnaire developed to obtain information …
Strategies For Salivary Cortisol Collection And Analysis In Research With Children, Kirsten Hanrahan, Ann Mccarthy, Charmaine Kleiber, S. Lutgendorf, E. Tsalikian
Strategies For Salivary Cortisol Collection And Analysis In Research With Children, Kirsten Hanrahan, Ann Mccarthy, Charmaine Kleiber, S. Lutgendorf, E. Tsalikian
Ann Marie McCarthy
Salivary cortisol has emerged in pediatric research as an easy-to-collect, relatively inexpensive, biologic marker of stress. Cortisol is highly variable and is responsive to a wide range of factors that should be considered when incorporating this measure into research with children. Strategies for sample collection include: (1) standardizing the time for sample collection, including baseline samples; (2) using consistent collection materials and methods; (3) controlling for certain drinks, foods, medications, and diagnoses; and (4) establishing procedures and protocols. Other strategies for laboratory analyses include: (1) selecting the appropriate assay and laboratory; (2) identifying units of measure and norms; and (3) …