Assessing School Nurses' Mental Health Competence Training Needs
Sunny Chieh Cheng, Jasmine Kaneshiro, Amanda Hapenny, Elaine Walsh, Mayumi Willgerodt, Susan Ramos, Lucas McIntyreBackground
School nurses play a critical role in addressing K-12 students’ mental and behavioral health (MH) needs, yet many report limited preparation to manage these concerns. Existing MH training often excludes school nurses or focuses narrowly on literacy, leaving gaps in communication, referral processes, and evidence-based interventions. This study evaluated school nurses’ experiences and preferences for ongoing professional development.
Methods
A descriptive survey was conducted with 15 school nurses from diverse educational settings assessed priority training areas and preferred formats. Quantitative data were analyzed descriptively. Open-ended responses were analyzed to complement the quantitative findings.
Results
Nurses prioritized training in internalizing behaviors, communication with students and caregivers, care coordination across healthcare, and community MH systems. Participants preferred ongoing, web-based learning that incorporated expert consultation and peer discussion.
Conclusions
Web-based training platforms offer a flexible, scalable approach to addressing MH training needs. Sustained online collaboration may enhance competence, reduce isolation, and improve coordination.