A must-read for school nurses, packed with tips from a 15-year veteran health teacher!

It's great that I have a classroom all to myself, even though I don't have a homeroom teacher and only teach for a short period of time.
Teachers believe that health is not a subject that is included in the exam, so it is not related to students' grades and therefore there is no stress.
The voices of current nurses who envy those who have secured a "honey job" and a "divine job" with guaranteed retirement.
Do school nurses, who are envied both inside and outside of school, think the same way?

A nurse who goes to work at school, a teacher who seems like a teacher but isn't, and the only medical staff at the school who has to care for hundreds of students on their own.
This is the position of the school nurse in charge of the school.
The daily life of a school nurse is full of unexpected emergencies that constantly occur, making her hair stand on end as she runs around here and there.
There seem to be many health teachers who feel wronged.


Eun-ah Lee, a health teacher with 15 years of experience, is living fiercely outside the health room to shake off the stigma of being a "godly profession."
I received a professional counseling teacher certification and also completed a youth smoking cessation instructor course.
In addition, we have been thinking about innovative health education to effectively fulfill the role of 'health teacher' for all students.
Just looking at the fact that it won the grand prize at the Health Education Research Conference and the silver prize at the Health Education Materials Contest, it is clear that it is not a hasty imitation.
In addition to research, we also participate in new external activities every year to gain experience and know-how.
As a result, Eun-ah Lee, a health teacher, received the Minister of Health and Welfare Award for her activities as a youth smoking cessation supporter, and also received the Minister of Education Award for participating in the National Meister High School Arts Festival.


There is one thing that Eun-ah Lee, a health teacher, has learned through various activities inside and outside of school.
The fact that students, fellow teachers, and parents do not fully understand the work of the health room.
So, I poured all my experience accumulated over the past 15 years into publishing the 100% real health journal, “Health Room Favorites.”
First of all, I hoped that students would properly understand the work of the school nurse and enjoy visiting the health room.
I also wanted to help struggling health teachers across the country solve various problems they face.
Furthermore, we wanted to share useful health knowledge with parents who are concerned about their children's school life and health issues.

Because there was no teacher to take charge of a new club, I ended up taking charge of a traditional Korean music club that had nothing to do with my major.
At first, I was embarrassed because it was something I didn't want to do, but as time went by, I began to enjoy the new activity more and more.
For me, who was frustrated with the repetitive work every year, it actually became a new source of energy and helped me in my health work.
With the mindset of, "If you can't avoid it, enjoy it," it would be good to break away from the stereotype that you have to do only health-related activities because of the title of school nurse.
However, it would be good if it was a club that could be located in the health center in case of an emergency.

--- p.27

Paste is a popular health care product among faculty and staff as well as students.
Besides, it seems like they want to put a patch on every painful area.
So I opened a book written by a practicing pharmacist and put it on display in the health room on the page about patches.
And I have the kids and staff read it to the kids who complain about one pass.
The results are far more effective than my ten words.
If someone says something like, "This is written in a book," or "This was on TV," then people trust it much more.

--- p.110

Most children who come to us with pneumothorax look similar and are easy to recognize.
They are usually tall and thin, and often come into the health room holding their chest with their hands.
When you listen to the child's breathing in and out, you will invariably hear a deflating sound and the breath sounds on both sides of the chest are different.
Sometimes, people complain of chest pain, but it is not confirmed through auscultation, so when they go to the hospital for treatment, it is often found to be muscle pain.
Also, while prompt treatment for pneumothorax is important, preventing recurrence is also important. Therefore, informing the teacher in charge in advance to avoid strenuous activities during physical education classes and training sessions will be of great help in managing the health of children.
--- p.133

When receiving orthopedic treatment, there are surprisingly many supplementary items prescribed.
Representative examples include crutches and plaster cast shoes. In fact, these items are not used very often during treatment, so they are often left unused and stored after treatment is over.
So I'm getting donations from faculty and students and reusing them in the health room.
It is also known as 'medical supplies Anabada'.
Cast shoes are lent to those who cannot wear sneakers or indoor shoes after wrapping a compression bandage around a sprained area.
If you lend crutches when you go to the hospital for a fracture or sprain, the hospital will not have to purchase additional crutches, which is economical.

--- p.136

What the school nurse needs during break time when children are flocking is 'speed'.
So I prefer products that require as little hand contact as possible.
Dressing bands and patches are all-in-one products that can be removed and applied at once, and moisturizing bandages for acne are purchased in round shapes to save time cutting them to the right size.
With new products being released almost every day, it might be a good idea to occasionally check to see if there are any products suitable for school health rooms.

--- p.166

During sex education classes, I have students organize their usual thoughts into a mind map, such as, "I like this type of person," or "I want to meet this type of person."
Just as you sketch a picture as it comes to mind, add shading and color to complete it, writing down your vague thoughts on paper allows you to organize your thoughts.
It is a time to explore yourself, to look into what you want and what you like, so that you do not get swept up in the atmosphere or make choices under pressure from others.
Make sure to write as specifically as possible, and if you wish, have them present it to their friends.
When I see the children who are playful and shy, but also very serious, I feel confident that this time will not be wasted.
That's why I cherish this class the most.

--- p.216