An unexpected but integral part of this independent study has been the opportunity to connect with and observe the work of the Maine Department of Education’s School Health Services Team. Initially, I had no idea that this team even existed, yet it has become increasingly clear to me the important role they play in supporting school nurses across the state. Throughout the semester, I have connected with each member of the team individually, as well as attended a number of their meetings and events. School nurses in Maine are in good hands with this team, and I look forward to working with them in my future career… granted I stay in the state!
The Maine DOE’s School Health Services Team is composed of a Statewide School Nurse Consultant, two School Nurse Specialists, and four Regional Liaisons. Many of these positions originated at the beginning of the pandemic, when school nurses sought resources for handling Covid in their districts. The regional liaison role, originally called “Covid consultants,” was created to fulfill that need. This team of 12 nurses would become well-versed and up to date on the latest guidelines and be available for school nurses to turn to with questions. As the pandemic has winded down, the work of the liaisons has evolved. With four remaining, they are still the primary resource for school nurses to turn to, as experts on best practices. Much of their work involves research and attending webinars and meetings to stay up to date on a wide range of issues. They also facilitate monthly or bimonthly Community of Practice meetings (CoPs) with all the nurses in their region, where there are opportunities to go over case studies, hear from speakers, and simply feel more connected in a role that can often be isolating. Similarly, the role of the Statewide School Nurse Consultant involves keeping up with best practices, communicating with school nurses and administrators, applying for grants, and creating resources such as Covid-19 toolkits and guidelines for school health services. They also work closely with new school nurses, hosting a specific Community of Practice meeting for them and coordinating case studies and resources to utilize.
Most team members that I spoke with had worked extensively in school nursing before taking on their current role. They had experience in boarding schools, rural districts, and special-education programs, among other types. Most gravitated towards the field after initially working in different nursing fields, from cardiology and oncology to migrant clinics and lactation consulting. A common thread that I heard was the desire to work a more regular, family-friendly schedule while raising kids, with school nursing being the obvious answer.
I have heard from many school nurses that the pandemic was extremely stressful, with guidelines changing so frequently and nurses being a primary resource for their districts. The DOE’s team helped to alleviate this strain with their expertise and support. Most of the team members cited this as the most rewarding part of their job. Western Regional Liaison Neeburbunn Lewis spoke about the importance of having a person for school nurses to turn to and bounce ideas off of. In hospitals, she told me, teams of nurses and providers debrief situations frequently–both when the outcome was successful or not. This is impossible for school nurses in most cases, as they are the only healthcare professional in their district. Thus, the opportunity to debrief or get a second opinion is truly necessary, and an integral part of nursing that those working in schools are all too often denied.
Since these roles originated primarily for Covid-related purposes, they are not budgeted to continue indefinitely. Instead, the contracts for the consultants and liaisons are slated to end in June. It is expected that the consultants will be further contracted, however, the fate of the liaisons is unsure. A few that I spoke to referenced the possibility of cutting down to two liaisons instead of four, or eliminating the position altogether. Most have made plans to transition back to other jobs – for example, Neeburbunn Lewis has maintained a per diem position at Maine Med during her time with the DOE – or retire. Even if the positions are further contracted, it is likely that the current liaisons will have to reapply, further complicating their plans.
A few other highlights include:
- The team members spoke highly of the flexibility of their role. Though they have to be available for school nurses, they primarily work from home and can choose their hours to some degree. However, a disadvantage of their position is that they are hired through an agency, not directly by the government. Thus, they receive no government benefits.
- The importance of the CoPs was emphasized. In hospitals, nurses always “check check double check” before giving medications, however, this is often not possible for school nurses, as the only healthcare professional in the building. As southern liaison Lori Huot told me, you’re essentially “all by yourself.” The CoPs provide a resource to feel less alone and more connected.
- It was also interesting to note that many of the school nurses I spoke to and observed told me they didn’t often utilize these resources or attend Communities of Practice. Most said that they were more involved during Covid, but didn’t see the need as the pandemic has winded down. Of course, the few nurses I spoke to are not representative of every school nurse in the state, but I found this unexpected nonetheless! There is such a wealth of resources available, and an incredible amount of support.
- Finally, central liaison Christie Barone had some great advice: “Your job (as the school nurse) is to help educators do their job.”
