To demonstrate leadership abilities, Lina Rogers, who was the first school nurse, taught the New York Schools the intervention procedures of handling communicable diseases based on evidence-based research, which later provided a platform for expansion and increased definition of nursing roles and practices. Lina portrayed leadership capabilities by initiating what is now celebrated through most school arenas by taking the first step of enlightening the needs of adopting school nursing practices. This can be regarded an act of self-empowerment in that leaders are pathfinders of a new logic that the society may not necessarily be aware of, but due to the rationale they hold for the initiatives, they go out of their way to trigger community action.
The school nurse is perceived as the healthcare giver to school students. While this is the case, a school nurse does more than just treating students of their maladies. School nurses are the channels of change and the advocates of self-management ( Mangena & Maughan, 2015) . This is, for instance, typified by Lina through her consistent engagement on communicable disease enlightenment sessions. She propagates knowledge of what can be handled through understanding and preventive measures other than spending much time trying to treat a single person after the other. Particularly, one could prevent the spread of communicable disease to inhibit outbreaks more than they can treat cases as they arise. This form of leadership suggests that persons can be agents of their health issues without the keen intervention of the school nurses. As such, this sensitizes the notion of health, which varies from one person to another and the requisite to establish self-managing tips to minimize the risks of disease contraction or the frequency of being hospitalized.
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Moreover, Lina collaborates with other schools in the efforts of realizing his dreams. By providing the nursing sensitizations and guides to other school setups, she incorporates other beings to achieve her ambitions for the school nursing practice. This, therefore, means that the knowledge held by one professional cannot significantly impact the lives of many, but knowledge that is disseminated among other practitioners will ultimately serve a bigger audience and in a more accelerated pace. Therefore, leaders should create a platform for sharing common goals in a similar practice, or the conventional establishment of structures that will not only protect human health in the short run but rather through lengthy terms of practice within and without the realms of the initial implementation.
Lina acts in the capacity of a change agent and strategist of enabling school reforms within her primary workplace and the school systems of the present day. After her interventions in developing awareness programs across schools on communicable disease preventions and management, she triggered the awareness observed today in the professional nursing practice in various ways. For instance, most schools have developed health programs that entail immunization or vaccination exercises against communicable diseases such as measles ( Butts & Rich, 2013 ). Additionally, school nurses track the health situations of the schools where they work to establish amicable procedures of maintaining healthy school status through nutritional and other health-related engagements. These are essential programs that enable minimal susceptibility of the students’ fraternity against diseases, which is rather a crippled project if every student is left under the sole care of the parents. This, as well, changed the methodologies recommended by the nursing profession in general, where evidence-based healthcare provides more precise policies of ensuring disease diagnosis, prevention, and treatment procedures ( Maughan, 2018) . It is, therefore, certain that leadership is integral in creating sound and robust healthcare systems as the principles envisioned by a single nursing practitioner can form a basis for revolutionizing the normative ways of dealing with healthcare problems.
References
Butts, J. B., & Rich, K. L. (2013). Philosophies and theories for advanced nursing practice . Jones & Bartlett Publishers.
Mangena, A. S., & Maughan, E. (2015). The 2015 NASN school nurse survey: Developing and providing leadership to advance school nursing practice. NASN School Nurse , 30 (6), 328-335.
Maughan, E. D. (2018). School nurses: An investment in student achievement. Phi Delta Kappan , 99 (7), 8-14.
