The School Nurse's Role in Managing Athletic Injuries

By Spalj, Nancy; Buckwalter, Kathleen C. et al. | Journal of School Health, August 1989 | Go to article overview

The School Nurse's Role in Managing Athletic Injuries


Spalj, Nancy, Buckwalter, Kathleen C., Oppliger, Robert A., Albright, John, Stolley, Jacqueline, Journal of School Health


The School Nurse's Role in Managing Athletic Injuries

Injury prevention, assessment, and rehabilitation of high school athletes constitute important issues. Catalyzed by the emergence of women's sports, the number of sports sponsored by schools as well as the number of participating students has increased during the past decade. The National Federation of State High School Association cites the increasing number of females participating in high school athletics as the primary reason for the increase.

BACKGROUND

In 1971, 294,015 girls participated in competitive sports in the U.S.; by 1985 the number increased to 1.8 million. [1] As participation increases, so does the potential for athletic injuries. A study of high school athletic injuries occurring during competitive events and supervised play in Oklahoma reported an injury rate of 25.4 per 1,000 boys and 27.4 per 1,000 girls. [2] Another study found injury rates higher for boys than girls, and sports-related injuries accounted for almost one-half of the reported injuries. [3]

Several individuals assume responsibility for prevention, recognition, and acute injury care of high school athletes. "Who is qualified to render athletic care?" Coaches, the most frequently cited primary source of athletic health care, were mentioned in 77% of public secondary schools and 32% of four-year colleges as the person most responsible for health care of athletes. [4] Because the coach's attention generally focuses on the game, athletic trainers at secondary schools would be ideal. Carey [5] reported athletic trainers have had more education, training, and experience in sports medicine than other health care providers. Certified athletic trainers and school nurses completed a sports trauma management inventory which indicated athletic trainers are more knowledgeable than school nurses about athletic injury recognition and management. However, appointment of athletic trainers to all junior and senior high schools seems unlikely given personnel and budgetary restrictions.

School administrators often are unaware of educational requirements to be an athletic trainer. The Seattle Public Schools [6] reported success in a three-year Athletic Health Care and Training Program involving coaches, school nurses, and student trainers. The injury-recognition rate in the experimental group compared favorably to athletic trainers, and satisfactory injury management increased significantly with this training compared with control groups in the study.

School nurses also assume some athletic care responsibility. However, the athletic day often extends beyond the time when school nurses are available. Consequently, nurses frequently see an injury or health problem sustained during a practice or game from the preceding day. Carey questioned the appropriate role of school nurses in athletic injury care. He doubted school nurses and school boards would be anxious to extend their responsibilities to include primary care to athletes during after-school hours. [5]

Several sources have recommended extending the role of school nurses to meet the special needs of athletes. [5,7,8] Some Iowa communities require a nurse to be present at athletic events. Nursing education provides a background in anatomy, physiology, and awareness of physical and emotional needs of young people. [7] In Wisconsin, school nurses spent 120 hours learning appropriate care for athletes and their injuries. Instruction included evaluation, treatment, and follow-up for health injuries, as well as liability issues and use of office staff. The program [7] attempted to prevent injuries, seek changes where safety could be enhanced, recognize injuries as quickly as possible, institute appropriate treatment, and rehabilitate after injury. Alt [7] attributed success of this program to good planning, communication, and ongoing evaluation.

Thorne [8] described a Connecticut high school where school nurses were involved in preventing athletic injuries. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

The School Nurse's Role in Managing Athletic Injuries
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.