School Nursing Program

Curriculum

Page 1 of 53
 Table of Contents

OVERVIEW ............................................................................................................................................................................................................................ 3

PROGRAM DESCRIPTION................................................................................................................................................................................................ 3

Vision
4

Mission ................................................................................................................................................................................................................................ 4

PROGRAM GOAL AND LEARNING OUTCOMES ...................................................................................................................................................... 4

Goal ................................................................................................................................................................................................................................ 4

Program Learning Outcomes......................................................................................................................................................................................... 4

TARGETED LEARNERS .................................................................................................................................................................................................... 7

PROGRAM COMPETENCIES ........................................................................................................................................................................................... 7

BLOCKS DESCRIPTION .................................................................................................................................................................................................. 10

PROGRAM SCHEDULE .................................................................................................................................................................................................... 10

Foundation Block ............................................................................................................................................................................................................. 10

Module I: School Health Nursing Practice .............................................................................................................................................................. 11

Module 2: Ethics and Professionalism ..................................................................................................................................................................... 14

Module 3: Disease Prevention and Health Promotion....................................................................................................................................... 16

Progressive Block............................................................................................................................................................................................................. 18

Module 1: Growth and Development ....................................................................................................................................................................... 18

Module 2: Communication and Human Relations............................................................................................................................................... 20

Module 3: School Infection Control and Environmental Health .................................................................................................................... 22

Module 4: Mental Health ............................................................................................................................................................................................... 23

EDUCATIONAL STRATEGIES ....................................................................................................................................................................................... 26

TRAINEES’ RESPONSIBLITIES .................................................................................................................................................................................... 26

ASSESSMENT AND GRADING CRITERIA ................................................................................................................................................................. 26

Final Project: ...................................................................................................................................................................................................................... 27

Final Project Description............................................................................................................................................................................................... 28

Suggested Assignments: ................................................................................................................................................................................................ 28

Field Practicum: ................................................................................................................................................................................................................ 29

Pass Criteria: ...................................................................................................................................................................................................................... 29

PROGRAM IMPLEMENTATION REQUIREMENTS ............................................................................................................................................... 30

Faculty Requirements Criteria ................................................................................................................................................................... 30targeted

Training Center Standards ........................................................................................................................................................................................... 36

PROGRAM REFERENCES ............................................................................................................................................................................................... 40

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 OVERVIEW

The School Nursing Program is a well-structured, subspecialized program to

provide quality training and certify competent School Nurses who provide primary

nursing care and participate effectively in conducting School Health Programs and

initiatives. The program also qualifies trainees to monitor school health status and

identify and address the health needs of students, families, and school personnel.

It also ensures provision of quality, effective, culturally appropriate, and

responsive services.

The program also aims at delivering preventive and health promotion services by

inspecting students’ health, providing preventive measures for avoiding infectious

diseases, inspecting the school environment and canteen and dealing with mild

cases and emergencies until the arrival of special teams or referrals to hospital.

The School Nursing Program consists of many components and each contributes

in a unique way and yet overlaps with other components to meet the growing and

changing needs of students, schools, and their communities

PROGRAM DESCRIPTION

This program prepares School Nurses to be integral members of the health care

system in Saudi Arabia. It will be used to meet the demand in the nursing

workforce for enthusiastic, well prepared, and highly qualified Saudi nurses in

alignment with Kingdom of Saudi Arabia Vision 2030. The program offers

instruction in school settings and will be under the supervision of the "Keep Well"

component of the Saudi New Model of Health Care.

The role of School Nurse must address the complexity of health care, education,

and social needs of Saudi's youth. Fortunately, there is growing support for an

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 integrated services approach to complement health systems with nurses joining

an interdisciplinary team rather than continuing to function in a "bounded role".

The roles of the school nurse should be targeted to control common health

problems among children in school settings and complement an integrated health

care environment.

The program prepares trainees by providing skills needed to provide basic clinical

care for the common health problems among school children. After passing a final

assessment exam, the School Nurse will be classified by the Saudi Commission

for Health Specialties (SCFHS). This need for School Nurses comes primarily from

the Ministry of Health, Ministry of Education as well as some of the private schools.

The program has been designed and developed by the Health Academy and shall

be delivered by eligible training centers fulfilling specific criteria across the

Kingdom of Saudi Arabia.

The School Nurse program has been internationally bench-marked with Ohio State

University-USA, Slippery Rock University-USA, Rutgers School of Nursing-USA

and One Education-UK, and is suited to the majority of institutions in the public and

private sectors. In this approach, it was adapted for relevance and appropriateness

for the local setting.

Vision

A well-structured School Nursing programme in the Kingdom of Saudi Arabia

providing subspecialized nurses to achieve optimal health and well-being for the

school community.

Mission

This program’s mission is to provide quality training and certified competent

School Nurses, monitor health status, and identify and address the unmet needs

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 of students, families, and school personnel. Also intended, is the provision of

nursing primary health care and effectively participate in conducting School

Health programs.

Finally, the program will ensure quality services that are effective, culturally

appropriate, and responsive to the diverse changing needs of students and their

communities.

PROGRAM GOAL AND LEARNING OUTCOMES

Goal

This program aims to prepare School Nurses to be integral members of the health

care system in Saudi Arabia.

Program Learning Outcomes

At the end of the program the trainees should be able to:

1. Define the role of school nurse.

2. Deliver quality nursing practice for different levels of care in schools.

3. Coordinate health care with all stakeholders.

4. Promote health education and wellbeing.

5. Maintain interpersonal relationship and communication with all stakeholders.

6. Apply percussion standards.

7. Identify the principle of growth and development.

8. Demonstrate safety practice in school.

9. Relate quality management into practice.

10. Improve health care in school through evidence-based practice.

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 11. Practice professionalism and code of ethics.

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 TARGETED LEARNERS

The program targeting the following criteria:

• Saudi nationals

• Undergraduate qualifications of:

❖ Bachelor Degree of Nursing

❖ Diploma Degree of Nursing (three-year diploma program)

• Minimum of one year of experience in clinical, preferably in primary care nursing

• Profession in reading and writing English language

• Pass the selection process including the interview successfully

• Pass medical checkup, as required

PROGRAM COMPETENCIES

The program participants are expected to gain the following competencies at the end of

each module and he/she will be able to:

1. Assess school health needs.

2. Perform general health assessments.

3. Demonstrate good knowledge of common acute and chronic health problems

among school children.

4. Implement nursing care plans according to different health problem needs.

5. Assist in health screening.

6. Practice nursing basic procedures.

7. Respond to emergency cases.

8. Provide urgent care.

9. Implement vaccination programs according to the policy and procedures/rules and

regulation.

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 10. Implement a referral system according to the policy and procedures/rules and

regulation.

11. Administer medication per medical prescription.

12. Demonstrate leadership skills and programs/activities management.

13. Assess health education needs.

14. Provide health teaching and counselling sessions.

15. Participate in developing a health education plan and wellbeing strategy.

16. Implement different school health activities/initiatives/programs.

17. Assist in evaluating health education programs.

18. Demonstrate core knowledge of mental health.

19. Identify mental, psychological, and emotional disorders through different age

groups.

20. Assess mental health.

21. Assist in developing a mental health care plan.

22. Assist in improving mental health awareness.

23. Demonstrate good knowledge on safety for the school environment.

24. Participate in safety assessment for school environment.

25. Assist in planning for school environment safety.

26. Assist in evaluating school environment safety.

27. Promote awareness about school safety.

28. Practice basic knowledge of quality management.

29. Practice data collection, recording, and analysis.

30. Assist in quality planning based on indicators.

31. Apply quality management tools for improvement.

32. Demonstrate effective communication skills.

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 33. Coordinate health care delivery.

34. Build teamwork within school and health care providers.

35. Maintain professional relationships.

36. Perform documentations.

37. Maintain health records security and confidentiality.

38. Demonstrate creativity.

39. Perform problem-solving skills.

40. Demonstrate full awareness about infection control guidelines.

41. Promote awareness about infection control guidelines.

42. Implement infection control guidelines in practice.

43. Assist in assessing environmental hazards.

44. Assist in managing environmental hazards.

45. Practice code of ethics.

46. Integrate ethical provisions in all areas of practice.

47. Demonstrate professionalism.

48. Demonstrate general knowledge of growth and development.

49. Perform growth and development assessment for students.

50. Report observed abnormal growth and development.

51. Collaborate, as needed, within school and health care providers.

52. Demonstrate fundamental knowledge and skills in research and evidence-based

practice.

53. Participate in conducting research activities/studies/programs.

54. Integrate research finding in nursing practice as appropriate.

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 BLOCKS DESCRIPTION

The School Nurse Program includes three blocks: Foundation, Progressive, and

Practicum to accomplish four months of Makken initiative. Each block covers different

subjects over a six-week period.

PROGRAM SCHEDULE

Block Module Weeks

Foundation Block -School Health Nurse Practice 6 weeks

-Ethics and Professionalism

-Disease Prevention and Health Promotion

Progressive Block -Growth and Development 6 weeks

-Communication Skills and Human Relation

-School Infection Control and Environmental Health

-Mental Health

Practicum Block Clinical Practice 6 weeks

Total 4 Months

Foundation Block

This foundation block includes three modules: School Health Nurse Practice, Ethics and

Professionalism, and Disease Prevention and Health Promotion; to be accomplished

within 6 weeks.

Foundation Block

School Health Nurse Practice

Ethics and Professionalism

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 Disease Prevention and Health Promotion

Module I: School Health Nursing Practice

Module Description:

This module is focusing on specific knowledge and skills that are essential for the role of

school nurse in detecting and managing common health problems. In addition, this

module is concentrated on developing leadership and management knowledge and skills

within the scope of school nurse.

Module Main Objective:

The main objective of this module is to develop a structured nursing role for trainees

within the scope of school health.

Module I: Learning Objectives:

At the end of this subject, trainees would be able to:

1. Identify the concept of new Model of Care in Saudi Arabia.

2. Explain school health components.

3. Define school community and environment.

4. Identify school health scope of practice.

5. Identify school health nursing role.

6. Recognize common health problems among school children.

7. Apply comprehensive health assessment.

8. Apply different levels of nursing interventions.

9. Apply leadership and management skills.

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 Module 1: Outline:

Topic to be Covered Week Number

Introduction to Model of Care. Day 1

School Health: Week 1-Day2

- Definitions

- School community

- School environment

Week 2
- Scope of practice of nurses and other health providers

- School health programs and initiatives

Nurse’s role

Common health problems among school children: Week 3

- Acute health problems

- Chronic health problems

- Communicable (infectious) and Hygiene health

problems
Week 4

- Dental health problems

- Health-related issues for children with special health

care needs

- Nursing care plan

Introduction to leadership and management Week 5

- Definitions of leadership and management

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 - Levels of health leadership and management (from

basic to execution)

- Operations management

- Organizational issues

- Planning (operational plans)

- Leadership and team-building

- Health leadership competency model

The concept of leadership and management at school health Week 6

- School health strategy

- National School Health Policy

- Organizational structure for school health

- Communication and reporting system for school health

Reading Materials:

Required

1. Keeta Lewis Bonnie Bear: Manual of School Health, A Handbook for School Nurses,

Educators, and Health Professionals; 3rd Edition, 2008, San Diego, CA.

2. Anne Griffin Perry & Patricia A. Potter: Mosby's Pocket Guide to Nursing Skills &

Procedures; 9th Edition, USA

Additional References

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 1. Susan Fickertt Wilson & Jean Foret Giddens: Health Assessment for Nursing

Practice, 7th Edition, 2021; Richmond, Virginia.

2. Gail Harkness, Rosanna Demarco: Community and Public Health Nursing, 2nd

International Edition, 2015,

3. Diana Guzys, Rhonda Brown, Elizabeth Halcomb, Dean Whitehead: An Introduction

to Community and Primary Health Care (Ebook), 2017, Cambridge University Press

Module 2: Ethics and Professionalism

Module Description:

This module is focused on specific knowledge and skills that concentrate on nursing

ethics and the professional approach to the role of school nurse.

Module Main Objective:

The main objective of this module is to develop essential attitudes and behaviors for

trainees within the scope of school nurse.

Module 2: Learning Objectives:

1. Discuss the ethical and legal aspects of school nurse practice.

2. Identify rights and responsibilities of children, families, and other health care

providers.

3. Recognize ethical dilemmas.

4. Apply ethical principles within school nursing care practice.

5. Apply process of decision-making in ethical dilemmas.

6. Represent advocacy for school children and adolescent health.

7. Apply professional attribution within nursing care practice.

8. Discuss the ethical and legal aspects of school nurse practice.

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 Module 2: Outline:

Topic to be Covered Week Number

- Overview of the Saudi legal system and the legal aspects Week 1

of medical and health practices.

- School health legal aspects.

- Human and child rights. Week 2

- Health care provider’s rights and responsibility.

- Principles of ethics. Week 3

- Dilemmas of ethics. Week 4

- Process of decision-making and problem-solving. Week 5

- Professionalism within nursing practice. Week 6

Reading Materials:

Required

1. Pozgar, G. D. (2019). Legal and ethical issues for health professionals. Jones &

Bartlett Learning.

2. Code of Ethics for Healthcare Practitioners: The Saudi Commission for Health

Specialties Department of Medical Education & Postgraduate Studies. KSA

Additional References

1. Morrison, E. E. (2009). Ethics in health administration: a practical approach for

decision makers. Jones & Bartlett Publishers

2. Human Rights Violations in Medicine: A-to-Z Action Guide by Pamela Wible M.D.

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 3. ‫لها‬ ‫المنظمة‬ ‫والقوانين‬ ‫اسالمي‬ ‫منظور‬ ‫من‬ ‫الطبية‬ ‫االخالقيات‬ (DOC)

www.azhar.edu.eg/Portals/4/________1.doc

Module 3: Disease Prevention and Health Promotion

Module Description:

This module is focused on specific knowledge and skills that are essential for the role of

school nurse to prevent disease and promote health, as a main contribution to the

community health improvement.

Module Main Objective:

The main objective of this module is to build a solid practice of disease prevention and

health promotion within the scope of school nurse.

Module 3: Learning Objectives:

1. Identify the concept of health promotion in schools.

2. Identify the importance of health promotion in schools.

3. Identify the goals of health promotion in schools.

4. Discuss theories in health education, and behavioral change.

5. Identify concepts of health education and health promotion in relation to schools.

6. Identify health promotion to the core tasks of schools.

7. Identify involving parents in school health promotion.

8. Identify the 8 components of health promotion in schools.

9. Demonstrate addressing health education topics in school setting.

10. Identify the concept of health promotion in schools.

11. Demonstrate implementing health promotion programs in schools.

12. Demonstrate using effective school learning and teaching approaches.

13. Identify promoting sustainability in school health promotion.

14. Apply concepts of teacher education and training.

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 15. Identify the culture of schools.

16. Identify school children and adolescent participation and ownership.

17. Identify health promotion to the core tasks of schools.

18. Identify involving parents in school health promotion.

19. Evaluating prevention and health promotion in schools.

Module 3: Outline:

Topic to be Covered Week Number

Health promotion in schools: Week 1

- What is health promotion

- The importance of health promotion

- The goals of health promotion in schools

- The concepts of health education and health promotion in

relation to schools

Theories in health education and behavioral change

Components of health promotion in schools: Week 2

- Comprehensive school health education

- Physical education and physical activity

- Nutrition education and services

- School health services

- School counseling, psychological and social services

- Health and safe school environment

- Student, family and community involvement in schools

- Health promotion for school staff

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 Health education topics (healthy eating, personal hygiene, smoking, Week 3

screen time, physical activity, sexuality and relationships, safety,

mental health, sleep hygiene, peer pressure, substance abuse, dental

hygiene)

Health promoting schools, concepts and practices Week 4

Health promotion programs/initiatives in schools

Effective school learning and teaching approaches

Sustainability in school health promotion Week 5

Teacher education and training

Children and adolescent involvement and ownership

Health promotion to the core tasks of schools Week 6

Parents role in school health promotion

Evaluating prevention and health promotion in schools

Reading Materials:

Required

1. Promoting health through schools : report of a WHO Expert Committee on

Comprehensive School Health Education and Promotion, World Health

Organization 1997.

2. Achieving Health Promoting Schools: Guidelines for Promoting Health in Schools

Version 2 of the ‘Protocols and Guidelines for Health Promoting Schools, IUHPE.

Additional References

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 1. Promoting Health in Schools from Evidence to Action, IUHPE.

2. Health education: theoretical concepts, effective strategies and core

competencies: A foundation document to guide capacity development of health

educators, World Health Organization.

3. School Health Education in Europe, Factsheet 2 Acting for better schools, leading

to better lives.

4. Global Standards for Health Promoting Schools, joint project with WHO and

UNESCO.

5. Comprehensive School Health Education 8th Edition by Linda Meeks, Philip

Heit, Randy Page

6. Health education: theoretical concepts, effective strategies and core

competencies: A foundation document to guide capacity development of health

educators, World Health Organization.

7. WHO, UNESCO, IUHPE, CDC literature.

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 Progressive Block

This progressive block includes four modules: Growth and Development, Communication

Skills and Human Relations, School Infection Control and Environmental Health, Mental

Health - to be accomplished within 6 weeks.

Progressive Block

Growth and Development

Communication and Human Relation

School Infection Control and Environmental Health

Mental Health

Module 1: Growth and Development

Module Description:

This module is focused on foundational knowledge concentrating on human normal and

non-normal growth and development for different stages. In addition, this module is

focused on specific skills needed for nursing practice with the role of school nurse.

Module Main Objective:

The main objective of this module is to develop nursing practice on the aspects of growth

and development for trainees within the scope of school nurse.

Module Learning Objectives:

At the end of this subject, trainees will be able to:

1. Identify the concept of growth and development of school children.

2. Identify factors affecting growth and development.

3. Apply nursing care plan related to growth and development.

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 Module 1: Outline:

Topic to be Covered Week Number

- Stages of growth and development. Week 1

- Development of mental function and personality. Week 2&3

- Factors affecting growth and development. Week 4

- Nursing care plan for child growth and development. Week 5&6

Reading Materials:

Required

Jennifer Paris, Antoinette Ricardo, et al. (2019); Child Growth and Development. College

of Canyons. https://open.umn.edu/opentextbooks/textbooks/750

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 Module 2: Communication and Human Relations

Module Description:

This module is focused on specific knowledge and skills for improving communication

and building professional relations to strengthen the role of school nurse.

Module Main Objective:

The main objective of this module is to strength trainees’ communication and human

relation skills within the scope of school nurse.

Module Learning Objectives:

At the end of this subject, trainees will be able to:

1. Modify communication styles according to the context and purpose of the

conversation.

2. Demonstrate sensitivity to cultural factors and the needs of others (cultural

relevance/competence).

3. Participate in collaborative decision-making that is student-focused.

4. Incorporate elements of shared decision-making into communication with

students to facilitate their active participation in their health care.

5. Construct and deliver concise, accurate, and well-organized oral

presentations/information.

6. Document detailed, relevant and timely information.

7. Apply human relations theories/concepts to the school workplace and school

health.

8. Utilize key human relations, sociological, psychological concepts to foster

collaboration, motivation, and student, employee, and organizational engagement.

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 9. Develop relevant strategies for conflict prevention, negotiation, and resolution in

workplace settings.

Module 3: Outline:

Topic to be Covered Week Number

Communication:

- Definitions Week 1

- Processes of communication

- Cultural competency Week 2

- Barriers to communication

- Health communication strategies Week 3

Human relations:

- Definitions Week 4

- Human relations theories

- Management and engagement Week 5

- Barriers to communication

- Workplace human relations strategies Week 6

Reading Materials:

Required

1. Schiavo, Renata. (2013). Health Communication: From Theory to Practice / Second

Edition

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 2. Duck, S. (2007). Human relationships. SAGE Publications Ltd,

https://www.doi.org/10.4135/9781446214336

3. Lamberton, Lowell; Minor-Evans, Leslie; Zeigler Demitrius. (2021). Human

Relations: Strategies for Success.. McGraw-Hill Education. 7th Edition

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 Module 3: School Infection Control and Environmental Health

Module Description:

This module introduces specific knowledge and necessary skills concentrating on

common infectious diseases and environmental hazards in school settings that are

needed within the role of school nurse.

Module Main Objective:

The main objective of this module is to develop trainees’ knowledge and skills regarding

infection control and environmental hazard within the scope of school nurse.

Module Learning Objectives:

At the end of this subject, trainees will be able to:

1. Identify common infectious problems in school setting.

2. Apply all aspects of infection control guidelines within school health practice.

3. Identify hazards in the school environment.

4. Identify assessment tool for environmental hazards at school.

5. Apply environmental hazard management protocol.

6. Identify common infectious problems in school setting.

Module 3: Subjects Outline:

Topic to be Covered Week Number

- Introduction to infectious disease Week 1

- Common infectious problems in school setting Week 2

- Infection control guidelines/standards within school health Week 3

practice

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 - Introduction to school environments and multi-team role Week 4

- Hazards in the school environment Week 5

- Assessment tool for environmental hazards at school Week 6

Reading Materials:

Required

1. Serge B. Emaleu (2017); Infection Prevention and Control: Practical Guide for

Healthcare Facilities

2. Philip J. Landrigan and Ruth A. Etzel (2013); Children’s Health Environment. Oxford

University, USA

Module 4: Mental Health

Module Description:

This module is focused on specific knowledge and skills related to mental health within

different school age groups that are needed within the role of school nurse.

Module Main Objective:

The main objective of this module is to develop trainees’ knowledge and skills in mental

health within the scope of school nurse.

Module Learning Objectives:

At the end of this subject, trainees would be able to:

1. Identify the common mental health problems among different school aged groups.

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 2. Identify factors affecting mental well-being.

3. Recognize healthy development of school children and adolescents.

4. Assess school children and adolescents with mental conditions.

5. Apply tools for screening psychosocial and mental health problems.

6. Develop a tailored mental health awareness plan/program.

Module 3: Subject’s Outline:

Topic to be Covered Week Number

- Introduction to common mental health problems among Week 1

different school aged groups

- Factors affecting mental well-being Week 2

- Process of healthy mental development Week 3

- Assessment of common mental conditions affecting school Week 4

children and adolescents

- Tools for screening psychosocial and mental health problems Week 5

- Mental health awareness plan/program Week 6

Reading Materials:

Required

1. Antony Morgan et al. 2007: Mental well-being in school-aged children in Europe:

associations with social cohesion and socioeconomic circumstances. Available at:

27
 https://www.euro.who.int/__data/assets/pdf_file/0006/74751/Hbsc_Forum_200

7_mental_well-being.pdf

2. Mental Health Screening Tools for Grades K–12. Worksheet.

https://safesupportivelearning.ed.gov/sites/default/files/10-

MntlHlthScrnTlsGrK-12-508.pdf

Additional References

1. Mental health symptoms in school-aged children in four communities (CDC, 2021).

2. Children’s Mental Health Promotion and Support: Strategies for Educators.

National Association of School Psychologists. https://www.nasponline.org/about-

school-psychology/families-and-educators

3. Dowdy, E., Furlong, M., Eklund, K., Saeki, E., & Ritchey, K. (2010). Screening for

mental health and wellness: Current school-based practices and emerging

possibilities. In B. Doll, W. Prohl, & J. Yoon (Eds.), Handbook of youth prevention

science. Routledge.

4. American Psychiatric Association: Diagnostic and Statistical Manual of Mental

Disorders, 5th edition. Arlington, VA., American Psychiatric Association, 2013

5. Working with Child and Adolescent Psychiatrists in the Digital Age. American

Academy of Child and Adolescent Psychiatry. Available at:

https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-

Guide/Working_with_Child_Adolescent_Psychiatrists_in_Digital_Age-132.aspx

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 EDUCATIONAL STRATEGIES

The following are general teaching methods are recommended for delivery throughout

the program:

• Interactive lectures

• Case studies

• Individual assignments

• Group assignments

• Role play/simulation

TRAINEES’ RESPONSIBLITIES

The responsibilities that rest with all trainees are:

• Demonstrate academic integrity and honesty.

• Identify, develop, and implement a plan to achieve their educational goals.

• Be committed to attending all teaching, practicum, and clinical sessions in accordance

with the program schedule.

• Be committed to attending 80% of the contact hours of each subject included in each

module and practicum rotations.

• Complete all assignments in a timely manner with attention to quality of work and

submit assignments as per instructed deadline.

• Complete all online requirements.

• Participate as an engaged learner and demonstrate self-learning.

• Communicate in a professional manner with instructors, peers, and other team

members of the program.

• Be obligated to all of the program policies outlined in the program manual.

• Utilize program resources, without mis-use and seek help as needed.

• Respect diverse ideas and people.

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 ASSESSMENT AND GRADING CRITERIA

The assessment and evaluation will be performed through a range of strategies

consisting of quizzes, assignments and Module exam (see Table 1).

Table 1: Assessment and Evaluation Scheme for program completion

Assessment & Assessment Tools Weight

Evaluation Attendance 10%

End of Block Exam 50%

Assignments 15%

Completion of Online requirements 10%

Capstone 15%

Total 100 %

Passing Score 60%

Final Grading Pass/Fail

Final Project:

The final project is a structured practical training module that takes (12 weeks). The

project aims to equip trainees with practical experience in providing Disease Prevention

and Health Promotion interventions in schools. The final project also helps in qualifying

trainees to address health needs of schools, students, families, and school personnel on

practical basis.

The project should take place in real-life situations at schools and the trainee should be

guided and supervised by a supervisor through the practical training period. The trainee

should also be supported by the school administration with the necessary guidance and

assistance with orientation in the work environment and work culture.

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 The trainee should be given the freedom to innovate and chose areas she/he likes to work

on, and the project should be applied on one or a group of schools, classes, school staff

or a number of students or students’ family members.

The project should cover at least one of the Eight Components of Coordinated School

Health

• School Health Education

• Physical Education and Activity.

• Nutrition Services and Education

• School Health Services

• School Counseling, Psychological, Social, and Mental Services

• Healthy and Safe School Environments

• Health Promotion for Staff

• Student, Family, and Community Involvement in Schools.

Final Project Description

The final project is to be chosen from the 8 school health components, designed and

applied in an appropriate size, and to be completed in the assigned period of time. In case

of relatively larger projects, more than one student can share and distribute responsibility

during the project.

The projects may be chosen according to the following examples:

1. Applying a school health education program that addresses health education

needs of the school, students, school staff of families, such as healthy eating,

personal hygiene, smoking, screen time, physical activity, sexuality and

31
 relationships, safety, mental health, sleep hygiene, peer pressure, substance

abuse … etc.

2. Introducing a simply designed intervention to improve physical activity education

and shortening screen time among students or school staff.

3. A simply designed tool to improve healthy nutrition for school-aged students or to

introduce a school-based nutrition intervention program.

4. Applying a health service such as screening, improving, or evaluating the size of a

chosen medical/health problem in school setting.

5. Addressing a mental health issue through screening, education, intervention, or

introducing an innovative idea for improving mental health in school setting.

6. Applying a tool, idea, or an initiative to improve physical, social, or mental school

environment.

7. Applying a tool, idea, screening program, or an initiative to improve school staff

health.

8. Any idea that involves family members in promoting students’ health that may

include training, education, or evaluating the degree of parent or family

involvement in school health and students’ health.

All students are required to submit a report on the final project at the end of applying the

project and should be evaluated by at least two of the training staff.

Suggested Assignments:

• Individual Assignments (e.g. homework): Help trainees develop critical thinking skills

and to improve their ability to write clearly and concisely as they compare popular

opinions to scientific evidence.

• Group assignments: Grading methods for group work is Shared Group Grade, which

mean the group submits one assignment, and all group members receive the same

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 grade. Grading scheme can be adopted according to the type and nature of the

assignment (e.g. case study, written assignment, presentation, etc.).

• Case Study: Used to encourage higher-order thinking by demonstrating important

principles and to give trainees experience in logic and problem-solving. This

reinforces critical thinking skills and identifying key concepts.

• Simulation: Is in-class team demonstration of a workplace scenario, for evaluating

decision-making, clinical skills, competency and interpersonal communication skills.

Field Practicum:

The trainees will be assigned in the practicum area to provide them with adequate

professional experience. Therefore, the aim is to enable them to have confidence and gain

competence in terms of the assessment and overall school nurse care. The instructor and

preceptor at the assigned practicum area will obtain and document feedback every

rotation, and as needed, according to “competencies assessment checklist” of the

trainees.

Pass Criteria:

To be eligible to sit the final exam trainees must accomplish the following:

• Completion of program requirements (as tabled above)

• Submission and passing Capstone project

• Successful completion of field training

✓ To pass the program and earn a certificate, trainees must pass the final exam

conducted by SCFHS.

33
 PROGRAM IMPLEMENTATION REQUIREMENTS

Faculty Requirements Criteria

It is highly recommended that faculty be certified in case coordination or case

management, in addition to possessing an accredited train-the-trainer certificate (TOT)

[SCFHS-TOT or equivalent] to run this program. Faculty must include:

• One program director

• One deputy
• One advisor for each 7 trainees
• Specialized instructor per one or more than one subjects (as stated below)

SUBJECTS Number of Qualifications Experience

Instructors Per
Trainees

Module 1: School Health Theory:

Nursing Practice 1. BSN with • Minimum 3 years’
One instructor:
Postgrad in experience in clinical
Twenty-Five
Nursing or practice.
Trainees
Master’s • Minimum 2 years’
1: 25 Degree in experience in Academic or
Nursing clinical teaching.
Simulation:
2. TOT certificate • Experience in Model of Care.
One instructor: or experience
Five Trainees in mentorship
1:5 is preferable
3. Valid SCFHS
registration
Module 2: Health Ethics Theory: Nurses: • Minimum 3 years’
and Professionalism 1. BSN with experience in clinical
One instructor:
Postgrad in practice.
Twenty-Five
Nursing or • Minimum 2 years’
Trainees
Master’s experience in Academic or
1: 25 Degree in clinical teaching.
Nursing • Experience in Model of Care.
Simulation:

34
 One instructor: 2. TOT certificate
Five Trainees or experience
in mentorship
1:5
is preferable
3. Valid SCFHS
registration

Physicians:
1- Family
Physicians, or
General
physician with
postgraduate in
specialist
2- TOT certificate or
experience in
mentorship is
preferable
3- Valid SCFHS
registration

Module 3: Disease Theory: Health Educators: • Minimum 3 years’

Prevention and Health 1- BS or Postgrad experience in clinical
One instructor:
Promotion in Health practice.
Twenty-Five
Education, or • Minimum 2-years’
Trainees
Master’s experience in Academic or
1: 25 Degree in clinical teaching
Health • Experience in Model of Care.
Simulation:
Education or
One instructor: equivalent.
Five Trainees 2- TOT certificate
1:5 or experience
in mentorship
is preferable
3- Valid SCFHS
registration
Nurses:

35
 - Postgrad in
health
promotion,
public health,
community &
primary
healthcare.
- TOT certificate
or experience
in mentorship
is preferable
- Valid SCFHS
registration
Physicians:
- Family
Physicians, or
General
physician with
Postgraduate
in health
promotion,
public health,
community
and primary
healthcare
- TOT certificate
or experience
in mentorship
is preferable
- Valid SCFHS
registration
Dietician, Pharmacies,
and other Allied
Health as needed:
- BS or Postgrad
in Allied
Health, or
Master’s

36
 Degree in
Allied Health.
- TOT certificate
or experience
in mentorship
is preferable
- Valid SCFHS
registration

Module 1: Growth and Theory: Nurse:

Development 1- Postgrad in • Minimum 3 years’
One instructor:
Pediatric Care experience in clinical
Twenty-Five
Nursing. practice.
Trainees
2- TOT certificate • Minimum 2 years’
1: 25 or experience experience in Academic or
in mentorship clinical teaching.
Simulation:
is preferable • Experience in Model of Care.
One instructor: 3- Valid SCFHS
Five Trainees registration
1:5 Physicians:
1- Family
Physicians,
or General
physician
with
Postgraduate
in related
specialist
2- TOT
certificate or
experience in
mentorship
is preferable
3- Valid SCFHS
registration

37
 Module 2: Theory: Nurses and Health

Communication Skills One instructor: Educators:

• Minimum 3 years’
Twenty-Five
and Human Relation experience in clinical
Trainees 1. BSN with
practice.
1: 25 Postgrad in • Minimum 2 years’
experience in Academic or
Simulation: Nursing or
clinical teaching.
One instructor: Master’s • Experience in Model of Care.
Five Trainees
Degree in
1:5
Nursing.

2. TOT

certificate or

experience in

mentorship is

preferable

3. Valid SCFHS

registration

Psychologists/
Sociologist:

1- BS or Postgrad
in Psychology/
Sociology
2- TOT certificate or
experience in
mentorship is
preferable
3- Valid SCFHS
registration

38
 Module 3: School Theory: Nurse/Allied Health: • Minimum 3 years’
Infection Control and 1. Postgrad in experience in clinical
One instructor:
Environmental Health infection practice.
Twenty-Five
control, public • Minimum 2 years’
Trainees
health. experience in Academic or
1: 25 2. TOT certificate clinical teaching.
or experience • Experience in Model of Care.
Simulation:
in mentorship
One instructor: is preferable
Five Trainees 3. Valid SCFHS
1:5 registration.

Module 4: Mental Health Theory: Nurse: • Minimum 3 years’

1. Postgrad in experience in clinical
One instructor:
mental health practice.
Twenty-Five
nursing • Minimum 2 years’
Trainees
2. TOT certificate or experience in Academic or
1: 25 experience in clinical teaching.
mentorship is • Experience in Model of Care.
Simulation:
preferable
One instructor: 3. Valid SCFHS
Five Trainees registration.
1:5
Psychologists/
Sociologist
/Physicians:

1. BS or Postgrad
in Psychology/
Sociology
2. TOT certificate or
experience in
mentorship is
preferable
3. Valid SCFHS
registration.

39
 Clinical Practice Clinical Ratio Nurse: • Minimum 3 years’
1. BSN with experience in clinical
(Internship)
Preceptor: Postgrad in practice.
Nursing or • Minimum 2 years’
Trainees
Master’s experience in Academic or
Degree in clinical teaching.
1:1
Nursing. • Experience in Model of Care.
2. TOT
certificate or
experience in
mentorship is
preferable
3. Valid SCFHS
registration.

40
 Training Center Standards

Block Module Classrooms Classrooms Computer Library Practicum

Theory Class-Work Labs Field

Foundation School Fully equipped Enough Pediatric • Internet

Health classrooms space for Simulatio connections
Block
Nursing supported with flexible n Semi- • E-Journal School Clinic
Practice audio-visuals such seating Fatality subscriptio
as: arrangeme ns
- Smart Board nts, such • E-books
- PCs as: • Textbooks
Health - Chairs • Group • Handouts
Ethics and - Tables pods available
Professio - Stationaries • Semi- for each
nalism circle trainee
• Photocopy
Disease
Good lighting, Machines
Preventio Related-
temperature, and
n and Clinical areas
space, etc. need to Scanners
Health for practice
be considered for • Educational
Promotion
healthy learning Videos
Progressive Growth environment Pediatric
and Related-
Block Simulatio
Developm Clinical areas
n Semi-
ent for practice
Fatality
Communi

cation

Skills and

Human

Relation

Infection School +
Control Related-
and Clinical areas

41
 Environm for practice
ental (infection
Health control office)

Mental School Clinic +

Related-
Health
Clinical areas
for practice
(mental health
clinic)
Clinical Clinical • School
Clinic
Practice
Block o Scre
(Internshi enin
g
p)
area
o Stor
age
area
o Exa
min
atio
n
area
o Inter
net
conn
ectio
n
• Health
Coach /
Health
Education
Clinic
• Urgency
Clinic
• Obesity
clinic

42
 • Smoking
session
clinic
• Mental
health and
Behavioral
change
clinic
• Diabetic
clinic
• …etc.,
• Access to
o Heal
thca
re
com
pute
r
syst
em
(ex.
Med
Care
)
o Heal
th
Clus
ter
Infor
mati
on
Syst
em
o Heal
th
Clus
ter
appo

43
 intm
ent
Syst
em
(ex.
Maw
id)
o Heal
th
Clus
ter
Refe
ral
Syst
em
(ex.
Ehal
ati)
• Related
(approved)
forms
(electronic,
manuals)
Valid Policy
and
Procedures /
Rules and
Regulations

44
 PROGRAM REFERENCES

School Health Nursing Practice

Reading Materials:

Required

1. Keeta Lewis Bonnie Bear: Manual of School Health, A Handbook for School Nurses,

Educators, and Health Professionals; 3rd Edition, 2008, San Diego, CA.

2. Anne Griffin Perry & Patricia A. Potter: Mosby's Pocket Guide to Nursing Skills &

Procedures; 9th Edition, USA.

Additional References

1. Susan Fickertt Wilson & Jean Foret Giddens: Health Assessment for Nursing

Practice, 7th Edition, 2021; Richmond, Virginia.

2. Gail Harkness, Rosanna Demarco: Community and Public Health Nursing, 2nd

International Edition, 2015.

3. Diana Guzys, Rhonda Brown, Elizabeth Halcomb, Dean Whitehead: An

Introduction to Community and Primary Health Care (Ebook), 2017, Cambridge

University Press.

Health Ethics and Professionalism

Reading Materials:

Required

1. Pozgar, G. D. (2019). Legal and ethical issues for health professionals. Jones &

Bartlett Learning.

2. Code of Ethics for Healthcare Practitioners: The Saudi Commission for Health

Specialties Department of Medical Education & Postgraduate Studies. KSA.

Additional References

45
 1. Morrison, E. E. (2009). Ethics in health administration: a practical approach for

decision makers. Jones & Bartlett Publishers.

2. Human Rights Violations in Medicine: A-to-Z Action Guide by Pamela Wible

M.D.

3. ‫لها‬ ‫المنظمة‬ ‫والقوانين‬ ‫اسالمي‬ ‫منظور‬ ‫من‬ ‫الطبية‬ ‫االخالقيات‬ (DOC)

www.azhar.edu.eg/Portals/4/________1.doc

Disease Prevention and Health Promotion

Reading Materials:

Required

1. Promoting health through schools: Report of a WHO Expert Committee on

Comprehensive school health Education and Promotion, World Health

Organization, 1997.

2. Achieving Health Promoting Schools: Guidelines for Promoting Health in Schools

Version 2 of the ‘Protocols and Guidelines for Health Promoting Schools, IUHPE.

Additional References

1. Promoting Health in Schools from Evidence to Action, IUHPE.

2. Health education: theoretical concepts, effective strategies and core

competencies A foundation document to guide capacity development of

health educators, World Health Organization.

3. School Health Education in Europe, Factsheet 2 Acting for better schools,

leading to better lives.

4. Global Standards for Health Promoting Schools, joint project with WHO and

UNESCO.

5. Comprehensive School Health Education 8th Edition by Linda Meeks, Philip

Heit, Randy Page.

46
 6. Health education: theoretical concepts, effective strategies and core

competencies: A foundation document to guide capacity development of

health educators, World Health Organization.

7. WHO, UNESCO, IUHPE, CDC literature.

Communication Skills and Human Relation

Reading Materials:

Required

Jennifer Paris, Antoinette Ricardo, et al. (2019); Child Growth and Development.

College of Canyons. https://open.umn.edu/opentextbooks/textbooks/750

Infection Control and Environmental Health

Reading Materials:

Required

1. Schiavo, Renata. (2013). Health Communication: From Theory to Practice / 2nd

Edition

2. Duck, S. (2007). Human relationships. SAGE Publications Ltd,

https://www.doi.org/10.4135/9781446214336

3. Lamberton, Lowell; Minor-Evans, Leslie; Zeigler Demitrius. (2021). Human

Relations: Strategies for Success. McGraw-Hill Education. 7th Edition.

Mental Health

Reading Materials:

Required

47
 1. Serge B. Emaleu (2017); Infection Prevention and Control: Practical Guide for

Healthcare Facilities.

2. Philip J. Landrigan and Ruth A. Etzel (2013); Children’s Health Environment.

Oxford University, USA.

Clinical Practice (Internship)

Reading Materials:

Required

1. Antony Morgan et al. 2007: Mental well-being in school-aged children in

Europe: associations with social cohesion and socioeconomic

circumstances. Available at:

https://www.euro.who.int/__data/assets/pdf_file/0006/74751/Hbsc_Foru

m_2007_mental_well-being.pdf

2. Mental Health Screening Tools for Grades K–12. Worksheet.

https://safesupportivelearning.ed.gov/sites/default/files/10-

MntlHlthScrnTlsGrK-12-508.pdf

Additional References

1. Mental health symptoms in school-aged children in four communities (CDC,

2021).

2. Children’s Mental Health Promotion and Support: Strategies for Educators.

National Association of School Psychologists.

https://www.nasponline.org/about-school-psychology/families-and-

educators

48
 3. Dowdy, E., Furlong, M., Eklund, K., Saeki, E., & Ritchey, K. (2010). Screening

for mental health and wellness: Current school-based practices and

emerging possibilities. In B. Doll, W. Prohl, & J. Yoon (Eds.), Handbook of youth

prevention science. Routledge.

4. American Psychiatric Association: Diagnostic and Statistical Manual of

Mental Disorders, 5th edition. Arlington, VA., American Psychiatric

Association, 2013.

5. Working with Child and Adolescent Psychiatrists in the Digital Age. American

Academy of Child and Adolescent Psychiatry. Available at:

https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FF

F-Guide/Working_with_Child_Adolescent_Psychiatrists_in_Digital_Age-

132.aspx

49
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