Health Service Applications I
Comprehensive School Health Programs: The Challenge for School Nurses Laurie A. Kozlak
M
any American children face decaying social conditions, inadequate medical care, and changing family structures that potentially can have a negative effect on their health and well-being. According to recent studies: 12.6 million children under age 18 live in poverty; I Approximately 100,OOO children are homeless every night,* 10.7 million children under age 18 are completely uninsured;] Only half of poor children are covered by Medicaid;] 20% of children live in single-parent, high-risk families;= 26.3 million children have mothers in the labor force. I Consequently, schools are introducing comprehensive school health programs to address these complex needs. The first programs were introduced more than a century ago to address the changing needs of ~ h i l d r e n . ~ Originally, school health programs had the single purpose of communicable disease control.3 That role evolved into the three components of a “traditional” model: health services, health education, and healthful environment. New models have expanded the traditional roles and added social, medical, and mental health services as well. Innovative models were offered by Kolbe,’ Nader,6 Stone,’ and Kirby’ to assist schools in establishing more comprehensive school health programs. The models provide primary, secondary, and tertiary services and incorporate multidisciplinary interventions to meet and promote student health needs.’ Each model allows for expansion of services, emphasizes the need for strong collaboration with the community, and promotes effective coordination of services provided by the school and community. Most important, these models provide a foundation upon which schools can build a program specific to the needs of their school and community. A movement toward more comprehensive school Laurie A . Kozlak, RN, PHN, Public Health Administration/MPH Candidate, University of Minnesota, 9340 Sheffieid Circle, Bloomington, MN 55437. This article was submitted March 20, 1992, and revised and accepted for publication June 29, 1992.
health services has begun9 and with it comes a significant effect on current school health service providers. Particularly, school nurses must revise their role in response to the evolving paradigms for school health or perhaps jeopardize their future. Nurses employed in school systems that value the new comprehensive school health programs must creatively expand their role for the ’90s and beyond.
T O W A R D THE YEAR 2000 School administrators will be seeking the leadership necessary to design and implement school health concepts of the future. School nurses can assume this leadership provided they are willing t o clearly define their role, justify their position, and develop new skills necessary to become an integral part of the new school health paradigm. Such efforts should be greeted with enthusiasm by school administrators since ambiguity exists reTraditionally, garding the role of school the school nurse role consisted primarily of communicable disease control, record keeping, screening, and first aid.5J2Today, the school nurse role has become more elusive and less clearly defined. Studies reveal wide variation in both job descriptions and the actual duties performed by school nurses.1o In addition, school nurses possess skills not adequately utilized,l making the potential school nurse role much greater than currently is being practiced. The advent of a comprehensive school health program and its additional services and staff has magnified the need for clearer role distinctions for all - beginning with school nurses. Not only is a clear role definition necessary, but economic justification for those services also will be of utmost importance. With the increased need to justify budget allocations, school nurses must ascertain their value. Many school districts suffering financial cutbacks have eliminated school nurses’O and in some cases, the provision of all health services.losllWith most funds for school health programs coming from the local school board and subsequently, state education funds,” health is considered an auxiliary service in the education budget. Thus, effective communication about the value of school nursing is essential.
Journal of School Health
December 1992, Vol. 62, No. 10
475
Education budgets often focus on achieving educational outcomes - not health outcomes. However, U.S. Surgeon General Antonia C. Novello contends: “We must remember that we cannot separate health from the ability to learn. The two must go together . ’ ) I 4 School nurses can help ensure this union of learning and health if they expand their role and their sphere of influence. First, school nurses must become more effective administrators. Coordinating program components and personnel within the expanded concept will be key to program effectiveness. Not only are the three traditional components involved, but most comprehensive models include other school and community components. Coordination of personnel and activities in these areas will be necessary to ensure adequate provision of services without duplication. Second, school nurses must sharpen their diagnostic and technical skills. Now more than ever before, students are coming to school with more complex health p r o b l e m ~ . ~ *With ~ J l the mainstreaming of disabled and handicapped children into schools, deteriorating social conditions, and the emphasis on inpatient services versus outpatient services, the increased demand for health care services in schools will continue. Enhancing school health services can keep students at school to maximize their learning potential. Integrating school or pediatric nurse practitioners into school health services can provide diagnosis, treatment, and follow-up of conditions that previously required absence from s ~ h o o l . ~ In ~ J addition, activities such as schoolbased clinics bring another dimension to school health programs. Additional screening, diagnosis, treatment, and rehabilitation services are predicted to become part of future school health programs. Schools that develop a more comprehensive health program, including the health services component, can become an integral part of the health care delivery system for children. Third, school nurses must develop additional teaching skills. Curriculum planning and development, teachingAearning skills, and coordination of health education activities at school can provide a valuable contribution. Health education is increasing as states mandate teaching certain health topics such as AIDS and s e x ~ a l i t y . ~ ~ . ~ ~ Fourth, school nurses must acknowledge their roles as managers. The planning, organizing, motivating, and controlling functions of management are imperative to the new concept of school health. Effective planning establishes a strategic plan that denotes the mission, goals, and objectives.” Organizing involves establishing a structure through which goals and objectives are accomplished.” The motivating function encourages people to accomplish the goals and objectives1’ of the program. It involves many constituents including staff, school administrators, students, parents, and community providers. Controlling evaluates the effectiveness, efficiency, and extent to which goals and objectives are met.” This function is accomplished through financial and outcome analysis.’1.17*1s
476
Journal of School Health
CONCLUSION The new skills required to operationalize comprehensive school health programs are leading to development of an expanded role for school nurses. The role involves more of an administrative function to promote each student’s optimal health and academic achievement. Some school districts may formalize a “school health administrator” position to administer and manage school health programs in larger schools, a group of schools, or in rural areas. School nurses can become school health administrators since they bring a repertoire of skills and expertise to the job.I1J9 Knowledge, experience, and relationships with school administrators, staff, students, parents, and the school environment can be invaluable in facilitating change. Legislation in many states, such as Minnesota, require additional school health service^.^ Input is needed from the “frontline” personnel such as school nurses and teachers to identify needs in school health services and health education. Involvement in the political and legislative processes will be required for school nurses to become a proactive, not reactive, part of their destiny. Becoming proactive necessitates that school nurses become leaders. School nurses must be willing to d o the hard work required to become leaders. As Warren Bennis wrote in On Becoming a Leader: “everyone has the capacity to become a leader” but the process to become a leader “isn’t easy.” School nurses need to 1) develop a vision of the new comprehensive school health program for their school; 2) train themselves with new skills (leadership, legislative, administrative, technical, educational, and managerial) required by the new school health paradigm; and 3) assume and accept a leadership role in developing and promoting the new school health concept within their school, district, and state. References 1. Children’s Defense Fund. The State of America’s Children 1991. Washington, DC: Children’s Defense Fund; 1991. 2. National Center for Children in Poverty. Five Million Children: A statislicalprofile of ourpooresl young citizens. New York,
NY: Columbia University, 1990. 3. Nader P. The concept of “comprehensiveness” in the design and implementation of school health programs. J Sch Health. 1990;60(4):133-I 38. 4. Smith D, Steckler A. McLeroy K, et al. Promoting comprehensive school health programs through summer health promotion conferences. J Sch Health. 1991;61(2):69-74. 5. Zanga J, Oda D. School health services. J Sch Health. l987;57( 10):413-416. 6. Stone E. ACCESS: Keystones for school health promotion. J Sch Health. 1990;60(7):298-300. 7. Allensworth DD, Kolbe LJ. The comprehensive school health program: Exploring an expanded concept. J Sch Health. 1987;57( 10):4O9-412. 8. Kirby D. Comprehensive school health and the larger community: Issues and a possible scenario. J Sch Health. 1990;60(4): 170- 177. 9 . Nienhuis M. As the health care system bypasses children, pressure mounts on schools to fill the gap. J Sch Health. 1987; 57(4):144-146. 10. Thurber F, Berry B, Cameron ME. The role of school nursing in the United States. J fediatr Health Care. 1991;5(3): 135-140.
December 1992, Vol. 62, No. 10
I I . lgoe J , Campos E. Report of a national survey of school nurse supervisors. J Sch Nurs. 1991;4:8-20. 12. Lynch A. There is no health in school health. J Sch Health. 1977;47:4 10-413.
13. Kobokovich L, Bonovich L. Adolescent pregnancy prevention strategies used by school nurses. J Sch Health. 1992;62(1): 11-14. 14. Novello A . The past, the present, and future of children at risk. J Health Care f o r the Poor and Underserved. 1991;2(1):1-6.
15. Kornguth M . Preventing school absences due to illness. J Sch Health. 1991;61(6):272-274. 16. Minnesota State Statutes. 1990;3206. 17. Riley W. Presentation; University of Minnesota; January 10, 1990. 18. Dryfoos J. School-based clinics: Three years’ experience. Fam Plann Perspect. 1988;20(4): 193-200. 19. Edwards L. The school nurse’s role in school-based clinics. J Sch Health. 1987;57(4): 157-159.
Job Opportunities (Continued from page 463) support to program development, research, and evaluation activities. The applicant should have experience working with national, state, and local agencies as well as voluntary health organizations and educational organizations. A master’s degree or higher in health education or other related field is preferred. CDC is an equal opportunity employer and provides a smokefree environment. Applicants should submit a curriculum vitae as soon as possible to: Tom Runner (PDSB), Centers for Disease Control, 1600 Clifton Road, MS A13, Atlanta, GA 30333.
Chairperson, Department of Applied Health Science, Indiana University - Begins August, 1993. Candidates for the position must hold a doctoral degree in area closely related to one of the specialty areas: School and College Health, Public Health Education, Nutrition/Dietetics, Human Development/Family Studies, Occupational Safety; Safety Management, and Health Behavior. Must have record of demonstrated scholarly achievement significant administrative experience, and national professional service sufficient for a tenured appointment. Application deadline: January 15, 1993. Address application to: Dr. Harold H. Morris, Chair, Search and Screen Committee, Office of the Dean, School of Health, Physical Education, and Recreation, Indiana University, Bloomington, IN 47405. Indiana University is an Equal Opportunity, Affirmative Action Employer.
Indiana University, Department of Applied Health Science. School Health Education; Assistant Professor; tenure track. Begins August, 1993 - Qualifications include doctorate in health education with an emphasis in school health. Elementary and/or secondary teaching experience preferred. Must show promise in establishing a research focus. Responsibilities include teaching both undergraduate and graduate courses in school health education and other areas, and possibly coordinating field experience. Conduct research and publish in scholarly journals. Serve on department/school committees and be involved in professional organizations. Deadline is 2/15/93 or until suitable candidate is identified. Send letter of application which includes a brief statement of professional objectives, complete curriculum vitae, and a list of three references. Candidates should contact references to forward letters of support. Applications should be addressed to: Dr. Nancy T. Ellis, Chair, Search and Screen Committee, Department of Applied Health Science, HPER 116, Indiana University, Bloomington, IN 47405 (phone 81 2-855-9441). Equal Opportunity/Affirmative Action Employer.
Graduate Study/Graduate Assistantships: Indiana University, Department of Applied Health Science - Graduate degree programs available include a Ph.D. in health behavior; an H.S.D. in health education; an M.P.H. in public health education; M.S. options in health promotion, human development/family studies, nutrition science, safety management, and school and college health education; and eight doctoral minors. Graduate assistantships available for qualified masters and doctoral students for the 1993-1994 academic year. Responsibilities involve teaching in selected undergraduate courses and supporting grant and contract activities. Assistantships include a competitive stipend with fee remission. Outstanding doctoral students may also be awarded a University Fellowship. For further information and application materials contact: Department Chairperson or Graduate Program Coordinator, Department of Applied Health Science, HPER 116, Indiana University, Bloomington, IN 47405 (Telephone: 81 2/855-7974; FAX: 812/855-3936).
Assistant Professors of Health Science Education - The Department of Health Science Education at the University of Florida seeks two of the best available individuals to join a faculty of eight health educators at a growing international university of 35,000 students offering B.S., M.S., and Ph.D. degrees in Health Education. Responsibilities include undergraduate and graduate teaching, student advisement, scholarly writing, professional presentations, conducting research, and seeking grants. A doctorate in Health Education is required. Areas of specialization are open. Background in nutrition and public health is beneficial for one position. Salary and benefits are competitive. The academic year, tenure-track positions are anticipated to begin August, 1993. To apply provide 1) a letter of application, 2) a current, comprehensive resume, 3) transcripts of all college coursework, and 4) full names, addresses, and telephone numbers of three references to: Dr. Barbara A. Rienzo, Chair, Search and Screen Committee, Dept. of Health Science Education, FLG 5, University of Florida, Gainesville, FL 3261 1-2034. Applications received by February 1 , 1993 are assured consideration. Minority applicants are encouraged to apply. The University of Florida is an equal employment opportunity/affirmative action employer.
Department of Health, Kinesiology, and Leisure Studies, Purdue University-The Dept of Health, Kinesiology, and Leisure Studies at Purdue University seeks applicants for the position as Assistant Professor of Health Education beginning August 1993. Primary teaching responsibility will be an undergraduate elementary school health education course. Research, grantsmanship, teaching in the undergraduate and graduate programs, and the advisement of graduate student research also will be expected. An earned doctorate and evidence of creative scholarly activities in the discipline of health education is required. Salary is competitive and commensurate with qualifications of the applicant. Send letter of application, resume, a list of three references with addresses and phone numbers, and samples of professional work to: Marlene K. Tappe, PhD, Chair, School Health Education Search Committee, 1362 Lambert, Purdue University, West Lafayette, IN 47907-1362; (317) 494-9112. Applications will be accepted until the position is filled, but the review process will begin February 1, 1993. Purdue University is an Equal Opportunity/ Affirmative Action Employer.
Journal of School Health
December 1992, Vol. 62, No. 10
477
Comprehensive School Health Programs: The Challenge for School Nurses Laurie A. Kozlak
M
any American children face decaying social conditions, inadequate medical care, and changing family structures that potentially can have a negative effect on their health and well-being. According to recent studies: 12.6 million children under age 18 live in poverty; I Approximately 100,OOO children are homeless every night,* 10.7 million children under age 18 are completely uninsured;] Only half of poor children are covered by Medicaid;] 20% of children live in single-parent, high-risk families;= 26.3 million children have mothers in the labor force. I Consequently, schools are introducing comprehensive school health programs to address these complex needs. The first programs were introduced more than a century ago to address the changing needs of ~ h i l d r e n . ~ Originally, school health programs had the single purpose of communicable disease control.3 That role evolved into the three components of a “traditional” model: health services, health education, and healthful environment. New models have expanded the traditional roles and added social, medical, and mental health services as well. Innovative models were offered by Kolbe,’ Nader,6 Stone,’ and Kirby’ to assist schools in establishing more comprehensive school health programs. The models provide primary, secondary, and tertiary services and incorporate multidisciplinary interventions to meet and promote student health needs.’ Each model allows for expansion of services, emphasizes the need for strong collaboration with the community, and promotes effective coordination of services provided by the school and community. Most important, these models provide a foundation upon which schools can build a program specific to the needs of their school and community. A movement toward more comprehensive school Laurie A . Kozlak, RN, PHN, Public Health Administration/MPH Candidate, University of Minnesota, 9340 Sheffieid Circle, Bloomington, MN 55437. This article was submitted March 20, 1992, and revised and accepted for publication June 29, 1992.
health services has begun9 and with it comes a significant effect on current school health service providers. Particularly, school nurses must revise their role in response to the evolving paradigms for school health or perhaps jeopardize their future. Nurses employed in school systems that value the new comprehensive school health programs must creatively expand their role for the ’90s and beyond.
T O W A R D THE YEAR 2000 School administrators will be seeking the leadership necessary to design and implement school health concepts of the future. School nurses can assume this leadership provided they are willing t o clearly define their role, justify their position, and develop new skills necessary to become an integral part of the new school health paradigm. Such efforts should be greeted with enthusiasm by school administrators since ambiguity exists reTraditionally, garding the role of school the school nurse role consisted primarily of communicable disease control, record keeping, screening, and first aid.5J2Today, the school nurse role has become more elusive and less clearly defined. Studies reveal wide variation in both job descriptions and the actual duties performed by school nurses.1o In addition, school nurses possess skills not adequately utilized,l making the potential school nurse role much greater than currently is being practiced. The advent of a comprehensive school health program and its additional services and staff has magnified the need for clearer role distinctions for all - beginning with school nurses. Not only is a clear role definition necessary, but economic justification for those services also will be of utmost importance. With the increased need to justify budget allocations, school nurses must ascertain their value. Many school districts suffering financial cutbacks have eliminated school nurses’O and in some cases, the provision of all health services.losllWith most funds for school health programs coming from the local school board and subsequently, state education funds,” health is considered an auxiliary service in the education budget. Thus, effective communication about the value of school nursing is essential.
Journal of School Health
December 1992, Vol. 62, No. 10
475
Education budgets often focus on achieving educational outcomes - not health outcomes. However, U.S. Surgeon General Antonia C. Novello contends: “We must remember that we cannot separate health from the ability to learn. The two must go together . ’ ) I 4 School nurses can help ensure this union of learning and health if they expand their role and their sphere of influence. First, school nurses must become more effective administrators. Coordinating program components and personnel within the expanded concept will be key to program effectiveness. Not only are the three traditional components involved, but most comprehensive models include other school and community components. Coordination of personnel and activities in these areas will be necessary to ensure adequate provision of services without duplication. Second, school nurses must sharpen their diagnostic and technical skills. Now more than ever before, students are coming to school with more complex health p r o b l e m ~ . ~ *With ~ J l the mainstreaming of disabled and handicapped children into schools, deteriorating social conditions, and the emphasis on inpatient services versus outpatient services, the increased demand for health care services in schools will continue. Enhancing school health services can keep students at school to maximize their learning potential. Integrating school or pediatric nurse practitioners into school health services can provide diagnosis, treatment, and follow-up of conditions that previously required absence from s ~ h o o l . ~ In ~ J addition, activities such as schoolbased clinics bring another dimension to school health programs. Additional screening, diagnosis, treatment, and rehabilitation services are predicted to become part of future school health programs. Schools that develop a more comprehensive health program, including the health services component, can become an integral part of the health care delivery system for children. Third, school nurses must develop additional teaching skills. Curriculum planning and development, teachingAearning skills, and coordination of health education activities at school can provide a valuable contribution. Health education is increasing as states mandate teaching certain health topics such as AIDS and s e x ~ a l i t y . ~ ~ . ~ ~ Fourth, school nurses must acknowledge their roles as managers. The planning, organizing, motivating, and controlling functions of management are imperative to the new concept of school health. Effective planning establishes a strategic plan that denotes the mission, goals, and objectives.” Organizing involves establishing a structure through which goals and objectives are accomplished.” The motivating function encourages people to accomplish the goals and objectives1’ of the program. It involves many constituents including staff, school administrators, students, parents, and community providers. Controlling evaluates the effectiveness, efficiency, and extent to which goals and objectives are met.” This function is accomplished through financial and outcome analysis.’1.17*1s
476
Journal of School Health
CONCLUSION The new skills required to operationalize comprehensive school health programs are leading to development of an expanded role for school nurses. The role involves more of an administrative function to promote each student’s optimal health and academic achievement. Some school districts may formalize a “school health administrator” position to administer and manage school health programs in larger schools, a group of schools, or in rural areas. School nurses can become school health administrators since they bring a repertoire of skills and expertise to the job.I1J9 Knowledge, experience, and relationships with school administrators, staff, students, parents, and the school environment can be invaluable in facilitating change. Legislation in many states, such as Minnesota, require additional school health service^.^ Input is needed from the “frontline” personnel such as school nurses and teachers to identify needs in school health services and health education. Involvement in the political and legislative processes will be required for school nurses to become a proactive, not reactive, part of their destiny. Becoming proactive necessitates that school nurses become leaders. School nurses must be willing to d o the hard work required to become leaders. As Warren Bennis wrote in On Becoming a Leader: “everyone has the capacity to become a leader” but the process to become a leader “isn’t easy.” School nurses need to 1) develop a vision of the new comprehensive school health program for their school; 2) train themselves with new skills (leadership, legislative, administrative, technical, educational, and managerial) required by the new school health paradigm; and 3) assume and accept a leadership role in developing and promoting the new school health concept within their school, district, and state. References 1. Children’s Defense Fund. The State of America’s Children 1991. Washington, DC: Children’s Defense Fund; 1991. 2. National Center for Children in Poverty. Five Million Children: A statislicalprofile of ourpooresl young citizens. New York,
NY: Columbia University, 1990. 3. Nader P. The concept of “comprehensiveness” in the design and implementation of school health programs. J Sch Health. 1990;60(4):133-I 38. 4. Smith D, Steckler A. McLeroy K, et al. Promoting comprehensive school health programs through summer health promotion conferences. J Sch Health. 1991;61(2):69-74. 5. Zanga J, Oda D. School health services. J Sch Health. l987;57( 10):413-416. 6. Stone E. ACCESS: Keystones for school health promotion. J Sch Health. 1990;60(7):298-300. 7. Allensworth DD, Kolbe LJ. The comprehensive school health program: Exploring an expanded concept. J Sch Health. 1987;57( 10):4O9-412. 8. Kirby D. Comprehensive school health and the larger community: Issues and a possible scenario. J Sch Health. 1990;60(4): 170- 177. 9 . Nienhuis M. As the health care system bypasses children, pressure mounts on schools to fill the gap. J Sch Health. 1987; 57(4):144-146. 10. Thurber F, Berry B, Cameron ME. The role of school nursing in the United States. J fediatr Health Care. 1991;5(3): 135-140.
December 1992, Vol. 62, No. 10
I I . lgoe J , Campos E. Report of a national survey of school nurse supervisors. J Sch Nurs. 1991;4:8-20. 12. Lynch A. There is no health in school health. J Sch Health. 1977;47:4 10-413.
13. Kobokovich L, Bonovich L. Adolescent pregnancy prevention strategies used by school nurses. J Sch Health. 1992;62(1): 11-14. 14. Novello A . The past, the present, and future of children at risk. J Health Care f o r the Poor and Underserved. 1991;2(1):1-6.
15. Kornguth M . Preventing school absences due to illness. J Sch Health. 1991;61(6):272-274. 16. Minnesota State Statutes. 1990;3206. 17. Riley W. Presentation; University of Minnesota; January 10, 1990. 18. Dryfoos J. School-based clinics: Three years’ experience. Fam Plann Perspect. 1988;20(4): 193-200. 19. Edwards L. The school nurse’s role in school-based clinics. J Sch Health. 1987;57(4): 157-159.
Job Opportunities (Continued from page 463) support to program development, research, and evaluation activities. The applicant should have experience working with national, state, and local agencies as well as voluntary health organizations and educational organizations. A master’s degree or higher in health education or other related field is preferred. CDC is an equal opportunity employer and provides a smokefree environment. Applicants should submit a curriculum vitae as soon as possible to: Tom Runner (PDSB), Centers for Disease Control, 1600 Clifton Road, MS A13, Atlanta, GA 30333.
Chairperson, Department of Applied Health Science, Indiana University - Begins August, 1993. Candidates for the position must hold a doctoral degree in area closely related to one of the specialty areas: School and College Health, Public Health Education, Nutrition/Dietetics, Human Development/Family Studies, Occupational Safety; Safety Management, and Health Behavior. Must have record of demonstrated scholarly achievement significant administrative experience, and national professional service sufficient for a tenured appointment. Application deadline: January 15, 1993. Address application to: Dr. Harold H. Morris, Chair, Search and Screen Committee, Office of the Dean, School of Health, Physical Education, and Recreation, Indiana University, Bloomington, IN 47405. Indiana University is an Equal Opportunity, Affirmative Action Employer.
Indiana University, Department of Applied Health Science. School Health Education; Assistant Professor; tenure track. Begins August, 1993 - Qualifications include doctorate in health education with an emphasis in school health. Elementary and/or secondary teaching experience preferred. Must show promise in establishing a research focus. Responsibilities include teaching both undergraduate and graduate courses in school health education and other areas, and possibly coordinating field experience. Conduct research and publish in scholarly journals. Serve on department/school committees and be involved in professional organizations. Deadline is 2/15/93 or until suitable candidate is identified. Send letter of application which includes a brief statement of professional objectives, complete curriculum vitae, and a list of three references. Candidates should contact references to forward letters of support. Applications should be addressed to: Dr. Nancy T. Ellis, Chair, Search and Screen Committee, Department of Applied Health Science, HPER 116, Indiana University, Bloomington, IN 47405 (phone 81 2-855-9441). Equal Opportunity/Affirmative Action Employer.
Graduate Study/Graduate Assistantships: Indiana University, Department of Applied Health Science - Graduate degree programs available include a Ph.D. in health behavior; an H.S.D. in health education; an M.P.H. in public health education; M.S. options in health promotion, human development/family studies, nutrition science, safety management, and school and college health education; and eight doctoral minors. Graduate assistantships available for qualified masters and doctoral students for the 1993-1994 academic year. Responsibilities involve teaching in selected undergraduate courses and supporting grant and contract activities. Assistantships include a competitive stipend with fee remission. Outstanding doctoral students may also be awarded a University Fellowship. For further information and application materials contact: Department Chairperson or Graduate Program Coordinator, Department of Applied Health Science, HPER 116, Indiana University, Bloomington, IN 47405 (Telephone: 81 2/855-7974; FAX: 812/855-3936).
Assistant Professors of Health Science Education - The Department of Health Science Education at the University of Florida seeks two of the best available individuals to join a faculty of eight health educators at a growing international university of 35,000 students offering B.S., M.S., and Ph.D. degrees in Health Education. Responsibilities include undergraduate and graduate teaching, student advisement, scholarly writing, professional presentations, conducting research, and seeking grants. A doctorate in Health Education is required. Areas of specialization are open. Background in nutrition and public health is beneficial for one position. Salary and benefits are competitive. The academic year, tenure-track positions are anticipated to begin August, 1993. To apply provide 1) a letter of application, 2) a current, comprehensive resume, 3) transcripts of all college coursework, and 4) full names, addresses, and telephone numbers of three references to: Dr. Barbara A. Rienzo, Chair, Search and Screen Committee, Dept. of Health Science Education, FLG 5, University of Florida, Gainesville, FL 3261 1-2034. Applications received by February 1 , 1993 are assured consideration. Minority applicants are encouraged to apply. The University of Florida is an equal employment opportunity/affirmative action employer.
Department of Health, Kinesiology, and Leisure Studies, Purdue University-The Dept of Health, Kinesiology, and Leisure Studies at Purdue University seeks applicants for the position as Assistant Professor of Health Education beginning August 1993. Primary teaching responsibility will be an undergraduate elementary school health education course. Research, grantsmanship, teaching in the undergraduate and graduate programs, and the advisement of graduate student research also will be expected. An earned doctorate and evidence of creative scholarly activities in the discipline of health education is required. Salary is competitive and commensurate with qualifications of the applicant. Send letter of application, resume, a list of three references with addresses and phone numbers, and samples of professional work to: Marlene K. Tappe, PhD, Chair, School Health Education Search Committee, 1362 Lambert, Purdue University, West Lafayette, IN 47907-1362; (317) 494-9112. Applications will be accepted until the position is filled, but the review process will begin February 1, 1993. Purdue University is an Equal Opportunity/ Affirmative Action Employer.
Journal of School Health
December 1992, Vol. 62, No. 10
477
