Central sensitization in patients with chronic pelvic pain resistant to hormonal therapy: A cross-sectional study of prevalence and clinical correlates in a tertiary referral cohort.

The school nursing environment is a rich repository of data that school nurses can use to advocate for improved health outcomes at the campus, school district, and community levels. Volumes of school nursing data are created daily through the documentation of health office visits, immunization records, screening mandates, and other sources. However, there is a gap in educational opportunities for school nurses to learn how to effectively use this data. The purpose of this manuscript is to describe an educational intervention created to promote school nurses becoming powerful users of their data. Leveraging data helps school nurses advocate for changes in their schools, provide education on health trends, and collaborate with others (). Therefore, it is important to provide school nurses with educational opportunities to learn how to do this. The collection and use of data by school nurses upholds the standards of school nursing practice as set forth in the four practice principles of the (). These principles include (a) care coordination, (b) quality improvement, (c) leadership, and (d) community/public health. Implicit examples of data usage in care coordination include identifying patterns in the mental and physical health needs of students, recognizing social determinants of health impacting students and their families, and identifying progress in students’ care plans. Quality improvement explicitly states that school nurses should be engaged in data collection and analysis to benefit their patients and to self-reflect on their nursing practice. Implications of data usage in leadership include interpreting school health information, advocating for policies/procedures, and engaging in/influencing decision-making, all of which are strengthened by data. Community/public health involves the collection of data through student health screenings and immunizations while data analysis is necessary to identify student and community needs. While the clearly lays out the essential role of school nurses in data collection, analysis, and utilization, school nurses may require more training to feel confident in using their data as a communication tool. In situations where school nurses may be the only nurse on a campus or for an entire school district such as in rural areas, confidence in using their data when collaborating with educators and healthcare professionals in the community could play a significant role in their advocacy efforts for themselves and their patients.