TY - JOUR
T1 - A mixed-methods systematic review identifying, describing, and examining the effects of school-based care coordination programs in the US on all reported outcomes
AU - Francis, Lucine
AU - DePriest, Kelli
AU - Sharps, Phyllis
AU - Wilson, Patty
AU - Ling, Catherine
AU - Bowie, Janice
AU - Thorpe, Roland J.
N1 - Funding Information:
School-based health centers (SBHCs), partly funded by the Health Resources and Services Administration (HRSA), are health centers operated within nearly 2000 schools and community-based partnerships in the US ( School-Based Health Centers, 2017 ). Although SBHCs embrace the WSCC model of care and provide a variety of direct care and health promotion activities, less is known about whether a care coordination approach is used to help address adverse health and social determinants of health and learning. Community Schools is another school-based care model that has received far less federal support and has less reach than SBHCs ( What is a Community School? Coalition for Community Schools, 2021 ). Central to community schools is care coordination. With the help of multiple partnerships, community schools serve as hubs to provide integrated services to children and families to cultivate academic success and build resilient families and communities. There are currently seven national community school models in the US; however, published implementation results are not readily accessible. Furthermore, information on the “on the ground” coordination activities is much more elusive, and the role of screening and technology is unclear.
Funding Information:
Drs. Francis, Bowie, and Thorpe were funded by National Institute of Health/National Institute on Minority Health and Health Disparities U54MD000214 . Drs. Francis and Sharps were supported by the France-Merrick and Carpenter Foundations.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/12
Y1 - 2021/12
N2 - Children learn best when they are healthy. Therefore, access to school-based health and providing family support for social needs play an essential role in shaping a child's ability to succeed academically. The purpose of this mixed-methods review, which considers studies with all methods, is to describe and examine the effect of US school-based care coordination programs on all the outcomes reported. Care coordination is an organized approach to connect families to resources in the community to address social needs. The literature search identified 260 papers published since 2012 through CINAHL, ERIC, EMBASE, MEDLINE, Social Sciences Full Text, and Web of Science, from which 11 were included that described a US school-based care coordination program. An a priori organizing framework: Program Development, Implementation, and Evaluation were used to organize the findings. Whether quantitative or qualitative, all evaluation results were transformed into qualitative texts, then converted into codes then themes. Various health and learning issues such as asthma and vision screening were addressed. More than half of the care coordination programs were nurse-led. Parents and students characterized care coordination activities as convenient, trusting, and perceived to improve parent-teacher engagement. They also enhanced asthma knowledge and management, immunization adherence, follow-up care for vision and hearing, mental health, and school attendance. Nevertheless, challenges included staff shortages, unmet family needs, privacy laws regarding student data, and lack of resources (i.e., medications). This review highlights the need to expand school-based care coordination programs in the US and conduct robust program evaluations to assess their effectiveness.
AB - Children learn best when they are healthy. Therefore, access to school-based health and providing family support for social needs play an essential role in shaping a child's ability to succeed academically. The purpose of this mixed-methods review, which considers studies with all methods, is to describe and examine the effect of US school-based care coordination programs on all the outcomes reported. Care coordination is an organized approach to connect families to resources in the community to address social needs. The literature search identified 260 papers published since 2012 through CINAHL, ERIC, EMBASE, MEDLINE, Social Sciences Full Text, and Web of Science, from which 11 were included that described a US school-based care coordination program. An a priori organizing framework: Program Development, Implementation, and Evaluation were used to organize the findings. Whether quantitative or qualitative, all evaluation results were transformed into qualitative texts, then converted into codes then themes. Various health and learning issues such as asthma and vision screening were addressed. More than half of the care coordination programs were nurse-led. Parents and students characterized care coordination activities as convenient, trusting, and perceived to improve parent-teacher engagement. They also enhanced asthma knowledge and management, immunization adherence, follow-up care for vision and hearing, mental health, and school attendance. Nevertheless, challenges included staff shortages, unmet family needs, privacy laws regarding student data, and lack of resources (i.e., medications). This review highlights the need to expand school-based care coordination programs in the US and conduct robust program evaluations to assess their effectiveness.
KW - Health and learning outcomes
KW - Preventive health
KW - School-based care coordination
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U2 - 10.1016/j.ypmed.2021.106850
DO - 10.1016/j.ypmed.2021.106850
M3 - Review article
C2 - 34662597
AN - SCOPUS:85117702605
SN - 0091-7435
VL - 153
JO - Preventive Medicine
JF - Preventive Medicine
M1 - 106850
ER -