ADHD and the Importance of Nurses To Educate Teachers, Educators, Families and Students

Attention deficit hyperactive disorder is a neurobehavioural childhood mental disorder characterized by impulsivity, hyperactivity, and short-span attention. Individuals with ADHD display physical, behavioral, and developmental comorbidities and difficulties regulating emotions. It is part of the nursing job to educate patients. Educated families and students are more likely to be involved in interventions that increase chances of positive outcomes and decrease the possibility of complications.

Ahmann, E., Saviet, M., & Tuttle, L. J. (2017). Interventions for ADHD in children and teens: A focus on ADHD coaching. Pediatric Nursing, 43(3), 121.

The authors identify ADHD as a childhood disorder that continues into adulthood for as many as 60% of individuals. Ahman and Tuttle introduce ADHD coaching as a reassuring behavioral intervention. Literature research shows that ADHD has a growing evidence base and is useful as a component of multimodal treatment. The book states the nurses’ role in making about half diagnoses of ADHD, coach training, and encouraging families to engage in ADHD coaching, among other behavioral interventions to effectively enhance the quality of life for children and teenagers with ADHD. The authors identify the financial, health, and social impacts of ADHD on an individual. The authors detail the suggestions of the U.S. agency Centers for Disease Control and Prevention, CDC, and treatment guidelines of the American Academy of Pediatrics, AAP, to reduce FDA-approved medication use in treating ADHD by adopting evidence-based behavioral interventions.

Rosenblum, R. K., & Sprague-McRae, J. (2014). Using quality and safety education principles for nurses in school nurse continuing education. The Journal of School Nursing, 30(2), 97-102.

The authors begin by identifying the growing need for continuing education in some areas of nursing schools. They state how Nursing schools can utilize the Quality and Safety Education for Nurses (QSEN) framework to affect the development of school nurses’ role and continued education in nursing schools associated with child neurology. Rosenblum and Sprague draw close on advances causing chronic neurological health problems in children that have increased the need for continued education; The journal outlines key areas where QSEN competencies can and should be integrated.

Ayyash, H., Sankar, S., Merriman, H., Vogt, C., Earl, T., Shah, K., & Banerjee, S. (2013). Multidisciplinary consensus for the development of ADHD services: the way forward. Clinical Governance: An International Journal.

The journal states that ADHD is practically the most studied mental illness in children. They pay particular attention to issues addressed by multidisciplinary consensus about levels of agreement among ADHD professionals and challenges in implementing National Institute for Clinical Excellence NICE guidelines. Ayyash et al. identify the prevalence of ADHD among boys, adults, and girls and the lack of appropriate treatment for adults with ADHD. The author’s discovery of the need to incorporate ADHD services in care settings and recommendations is critical in developing ADHD services in the U.K.

Krause‐Parello, C. A., & Samms, K. (2010). School nurses in New Jersey: A quantitative inquiry on roles and responsibilities. Journal for Specialists in Pediatric Nursing, 15(3), 217-222.

The author’s study on chronic diseases identified approximately 9.4 million chronically ill children, which has called for changes in the responsibilities and roles of nurses. Krause and Samms present the role played by the Public Health Law 94-142 in increasing expertise in public health practices and school nursing services. The authors indicate the success of implementing the coordinated child approach in improving academic outcomes for chronically ill children. The research described the relation between medical administration and management and medical administration and first aid. The authors describe the inherent need for nurses in the school setting.

Ghanizadeh, A. (2009). Explaining the Nurse’s Role in ADHD Treatment. Journal of Psychosocial Nursing and Mental Health Services, 47(2), 13-14.

According to Ghanizadeh, the best treatment plan for children with ADHD includes guidance and help from parents and teachers. Ghanizadeh pays attention to psychosocial interventions and their success in increasing self-motivation and working memory in children who have ADHD. He states the critical roles parents and teachers play in effecting psychosocial interventions. Ghanizadeh identifies myths of teachers and parents concerning the origin of ADHD in their children. Ghanizadeh states the role nurses can play to dispel such myths and manage the psychiatric disorder in the family.

Reutzel, T. J., Desai, A., Workman, G., Atkin, J. A., Grady, S., Todd, T., … & Dang, T. (2008). Medication management in primary and secondary schools: Evaluation of mental health-related in-service education in local schools. The Journal of School Nursing, 24(4), 239-248.

A study by Reutzel et al. indicated that in-services education on depression and ADHD improved confidence levels and knowledge of school personnel about symptoms and medications. The authors recommended the collaboration of health school nurses and health practitioners to meet the demand by families, school staff, and students for longer educational sessions. According to the study, poor medication management and unlicensed assistive personnel (UAP) are standards in a school setting, making it hard to effect rational drug therapy. Reutzel et al. identified an increase in the variety f medications taken at school following the approval of 36 new chemical substances by the Food and Drug Administration (FDA).

Dang, M. T., Warrington, D., Tung, T., Baker, D., & Pan, R. J. (2007). A school-based approach to early identification and management of students with ADHD. The Journal of school nursing, 23(1), 2-12.

The authors introduce a framework, Identification, and Management in Schools (AIMS). The authors formed part of the multidisciplinary team that formed the framework whose aims are to provide nurses with a methodical and evidence-based mechanism for early detection and management of ADHD in children. The authors cover initiatives of AIMS that address the lack of coordination and poor communication between school nurses and physicians and health care systems and educational systems and how they have caused misdiagnosis and medical errors in the school setting. They emphasized the importance of following AAP guidelines while putting AIMS into practice in treating ADHD in children in the school setting. Dang et al. detailed AIMS steps to guide the treatment of ADHD.

Phillips, C. B. (2006). Medicine goes to school: teachers as sickness brokers for ADHD. PLoS medicine, 3(4), e182.

Conrad explains the role teachers play as ADHD brokers, strategies by pharmaceutical industries to frame educators’ response to ADHD, and the treatment of ADHD. Conrad states the teachers’ participation in the diagnosis of ADH and proposition of the application r rejection of different forms of treatment. HE further portrays the drug industry’s interest in guiding teachers on medication by exploiting internet access to reach teachers. In this book, the Children and Adults with ADHD (CHADD) have been identified as an outstanding advocacy group providing educational programs for teachers.

Selekman, J. (2002). Learning disabilities: a diagnosis ignored by nurses. Pediatric Nursing, 28(6), 630.

Selekman quotes a reply of authors of the nursing textbooks’ lack of content on learning disabilities “Children are never admitted to the hospital with this diagnosis.” “learning disabilities are a problem for educators, not nurses” (Selekman p.70). The article covers the lack of connection of learning disabilities (L.D.s) with other ailments, the prevalence of L.D.s among children aged 6-12 years, and the diagnosis of L.D.s. The author identifies two types of L.D.s; first, according to the central nervous system functions, and second, from a DSM-IV perspective. Selekman provides four scenarios illustrating the need for the nurse to use multiple modalities in the management of treatment of L.D.s. He provides educational and environmental interventions for the child with L.D.

Selekman, J. (2002). Nursing Students With Learning Disabilities. Journal Of Nursing Education, 41(8), 334-339. https://doi.org/10.3928/0148-4834-20020801-05

Selekman focuses on children with L.D.s who grow with the condition into adulthood and enroll in nursing schools. The Journal specifies the precise definition of L.D.s and details definitions that confused L.D.s with ADHD. Using statistics, the author shows the prevalence of ADHD among school-age children and full-time first-year students. He bases the classification of L.D.s on characteristic features provided by APA (p.38. The characteristics of nursing tasks listed in his book are crucial in explaining the effects of learning disabilities on nurses and nursing students. Selekman identifies issues with learning and teaching students with special needs. He discusses relevant sections of the law that entail employment progression and admission of nursing students and nurses, and persons with disabilities.

Canuso, R. (1997). Rethinking behavior disorders: Whose attention has a deficit?. Journal of psychosocial nursing and mental health services, 35(4), 24-29.

The author states that behavior issues in children, including hyperactivity and inattention, are considered problematic in group settings and require early intervention. Canuso explains the effectiveness of diagnosis of children before the age of 7 and nurses’ capability to care for children. He provides five different scenarios to demonstrate the varying experiences and coping methods that might be identified as ADHD. Nursing research perspectives utilized in the book displayed shortcomings in current nursing strategies. Canuso pays attention to Nightingale’s participation in explaining the significance of continually evaluating an individual’s reaction to ailments and health. The book outlines nursing interventions nurses can apply in the practical setting.

Ogg, J. A., Rogers, M. A., & Volpe, R. J. (2020). Child ADHD Symptoms and Parent Involvement in Education. Journal of Child and Family Studies, 29(12), 3586-3595.

The authors conducted a study to determine whether impulsivity and short-span attention regulated the relationship between parents’ personal and related motivators for their child’s education engagement. Five different Hoover-Dempsey and Sandler (HDS) models of parent involvement have been listed in the book. Ogg et al. detail the different levels of parent involvement with youth with ADHD. The study illustrated high associations of inattentive symptoms with poor academic performances and identified different strategies to engage parents of children who exhibit different symptoms of ADHD.

de Boer, A., & Pijl, S. J. (2016). The acceptance and rejection of peers with ADHD and ASD in general secondary education. The Journal of Educational Research, 109(3), 325-332.

The book focuses on analyzing;9(a) attitudes of secondary-aged students towards their agemates with autism disorder (ASD) and ADHD; (b) peer rejection and acceptance of peers with ADHD. de Boer and Pijl explain the different behaviors for students with ADHD and ASD and how their behavior has affected their social life. The authors conducted the study’s findings based on three research questions that indicated that students with ASD were more bullied than those with ADHD, with an exciting effect of gender arising. The authors recommended teacher-based interventions to stimulate students’ interactive behavior whereby negative attitudes can be decreased.

Baverstock, A. C., & Finlay, F. (2003). Who manages the care of students with attention deficit hyperactivity disorder (ADHD) in higher education?. Child: Care, Health and Development, 29(3), 163-166.

Baverstock and Finlay aimed at identifying who issues medical aid to students with ADHD. A study conducted detailed statistics on the prevalence of ADHD in students aged six to twelve years and their educational challenges on different educational levels. The authors identified a lack of professional experience in G.P.s responsible for caring for young adults at higher learning institutions. The book pays particular attention to NICE guidelines on monitoring and prescribing Ritalin to students under the care of G.P.s. The book recommends establishing appropriate guidelines to ensure effective handover from pediatric to adult services.

Boon, H. J. (2020, August). What do ADHD neuroimaging studies reveal for teachers, teacher educators, and inclusive education?. In Child & Youth Care Forum (Vol. 49, No. 4, pp. 533-561). Springer US.

Boon explains the importance of providing up-to-date professional education about ADHD for teachers. He indicates ADHD prevalence in adults and the context of poverty. The book identifies how misconceptions and teachers’ limited knowledge and negative perception about ADHD lead to anger and anxiety when managing students with ADHD. A review conducted to enhance policy makers’ and teachers’ knowledge and understanding of ADHD questioned the diagnostic approaches adopted so far.

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