<p> Youth with disabilities and special health care needs (YDSHCN) preparing to exit high schools should receive mandated secondary transition planning. Transition is required to move youth with disabilities smoothly from high school services to postsecondary education and training, work, and adult community participation. Health care transition (HCT) of youth to adult health services is an emerging national focus (<i>Healthy People 2020</i>), but the role of the school nurse in HCT has not been explored. I</p><p> n this study, literature is presented on the political, legal, and socio-cultural contexts of the study, the key players for school-based HCT, and a review of relevant research, with emphasis on the role of the school nurse in educational settings and transition services. Review of the literature indicates a lack of research on the roles and responsibilities of the school nurse regarding services to YDSHCN, particularly pertaining to HCT. It is not known what policies and guidance exist for school nurses serving YDSHCN. </p><p> This research uses a qualitative single-case study design, through interviews and document reviews, to discover policies and practices that exist for school nurses serving transition-age YDSHCN preparing to exit schools in a school district in a Mid-Atlantic state. Seven district school nurses and three elite informants from the same state were interviewed, and three expert informants, outside of the state, provided information to help inform the study and shape its focus. </p><p> The study adresses the overarching research question: What elements of health care transition policies and practices are in place for serving transition-age YDSHCN preparing to exit secondary schools in this one school district? Texts from the interviews and documents were coded and analyzed to gain insight into the policies and practices, and organized using Bronfenbrenner's (1979) ecological framework. The results indicate that no comprehensive policy that includes health care transition policy exists, and that gaps exist at each level of the ecological framework. The study concludes with policy and practice recommendations.</p>

<p> With healthcare moving rapidly toward interprofessional expectations, this study examined the perceptions of a particular population of students pursuing a degree in the healthcare field. Pharmacy students attending a free-standing pharmacy institution were interviewed over the course of the 2012 - 2013 academic year. Interviews were conducted before, during, and after the students engaged in collaborative coursework with students from a variety of health care majors attending a nearby institution. The results demonstrated the positive impact exposure to peer students pursuing degrees in health care fields can have. Results of the interview process highlighted the impact intentional interaction with a variety of students (i.e. medical, nursing, social work, physical therapy, occupational therapy, and physician assistant students) had for the students at the free-standing pharmacy institution. Results also demonstrated an increase in the perceived value of collaboration with other health care professionals. Additionally, results highlighted the importance of respect and communication as active components of interprofessional collaborations. Study participants grew in their understanding of their own role in the field of healthcare. Lastly, the depth of participants' understanding of optimal patient care grew over the course of the intentional interaction during the academic year. Along with presenting and analyzing the results of the interview process, this document makes suggestions regarding practical application of said results to the academic curriculum at an institution granting only a pharmacy degree.</p>

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.P.H.)--University of Michigan, 1944.

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers College, Columbia university, Contributions to education, no. 589. "General bibliography": p. 101-107; "Sources of standards": p. 109-110.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.P.H.)--University of Michigan, 1944.

Thesis (M.S.P.H.)--University of Michigan, 1941.