Provides an environmental compliance model for a typical K-12 school or school. The manual is divided into organizational units that have common regulatory compliance requirements or would likely be managed as separate operational units of the school or school district. Next, the target audience for each organizational unit is defined. The manual then defines numerous activities that would likely occur within each organizational unit, and for each activity it discusses what is required to comply with the appropriate federal environmental regulations and/or which best management practices apply to ones area of responsibility. 224p.

Pages 18 and 19 of these guidelines describe square footage requirements, as well as recommended spaces. 20p.

The "Facility Needs and Requirements" section at the end of this document discusses goals and planned usage, operational schedule, number of users, accessibility, parking, security, spatial requirements in square footage, spatial relationships, acoustical requirements, climate control, plumbing, electrical/electronic, lighting, sanitary requirements, furniture and equipment, funding. Includes a checklist on how well the facility meets the current and projected needs and requirements of the school and the community. 2p.

In this extensive health center operations tool kit of reference materials, Section A4 includes information on the following: 1) ADA Accessibility; 2) Biohazard Waste; 3) Key Control Guidelines; 4) Lab Equipment/CLIA Standards; 5) OSHA Regulations; 6) Safe and Drug Free Workplace; and 7) Work Site Safety. Section A2 includes an environmental checklist and a recommended list of equipment.

Schools seem to be the logical place to serve the health needs of students, since children spend a majority of their time there. Design standards were not available for health clinics in Georgia elementary schools; therefore, this study examined key characteristics of an elementary school clinic in order to determine the importance of each design element. Eleven design classifications and 12 specific design elements were determined through a review of related literature. Characteristics included: components (rooms), space, and size; general design elements; location; accessibility; the waiting area; the nurse's office; the treatment room; the isolation area; the restroom (toilet); security, storage, and safety elements; and furnishings/treatments. Specific design elements included: lighting; windows; integrating nature elements into design; promoting a sense of well-being for users; security and privacy/confidentiality elements; electrical/plumbing elements; doors and wayfinding (signage); walls and ceilings; acoustics; use of color; heating/ventilation/air conditioning; and flooring elements. This information was incorporated in a survey of 12 experts involved with designing, building, and managing school facilities and 104 school nurses. Establishing design guidelines for health clinics in Georgia elementary schools were recommended, and the guidelines should be written using the professional judgment of school nurses, representatives of users of the clinic, and the findings of this study. [Author's abstract] 51p.

This report provides the results of research into the variety of health care services currently offered in the public schools in the District of Columbia, with a particular focus on school-based health centers. In a section on school-based health center practices in the U.S. there is information on facility size, design, and equipment; operating standards and guidelines; shared use agreements; and funding sources. 44p.

This guide for Maryland schools outlines the role of school health services and proper facility design for these services. Chapter 1 provides an overview, describing coordinated school health programs, school health services programs, school health services programs in Maryland, how school health services are delivered, trends, the number of health suite visits, and school-based health centers. Chapter 2 focuses on facility design, discussing design concepts, state regulations, the facility planning process, facility design (addressing activities, users, space configuration/relationships, utilities, finishes, furniture and equipment, display, and storage), space requirements, and sample floor plans. 15p.

Medical and dental design for architects and interior designers. The core of the volume is a detailed analysis of 23 medical and dental specialties and their respective space planning requirements. There is information on psychological factors to be considered in health care design, plus the general parameters of medical space planning. 624p.

Considered an industry standard by architects, engineers, and health care professionals, the Guidelines set minimum program, space, and equipment needs for clinical and support areas of hospitals, nursing homes, freestanding psychiatric facilities, outpatient and rehabilitation facilities, and long-term care facilities. The document also establishes minimum engineering design criteria for plumbing, medical gas, electrical, heating, ventilating, and air conditioning systems. Reflecting the most current thinking about infection control and the environment of care, the new edition also explores functional, space, and equipment requirements for acute care and psychiatric hospitals; nursing, outpatient and rehabilitation facilities; mobile health care units; and facilities for hospice care, adult day care, and assisted living.

After discussing current health facility design research, it includes chapters on waiting and reception rooms and diagnostic and treatment rooms that may be applicable to school health centers. 328p.

This paper addresses the key elements for designing school health centers, the emergence of school-based health clinics and the minimum requirements these facilities should have, and the basic principles to remember when designing school health centers. The paper's focus concerns the nurse's office and the school-based health clinic. Additionally highlighted are the types of school health centers and their importance. 4p.

A SBHC facility is defined as permanent space located within a school building or on the campus used exclusively for the purpose of providing health care. Facility requirements are described on pages 4-5, including square-footage guidelines for design/remodeling. Laboratory space requirements are detailed on page 11. 24p.

This provides the essential information needed to initiate designs for acute care hospitals, clinics, long-term care facilities, and specialty centers. The book is filled with project photographs, diagrams, floor plans, sections, and details, and combines an overview of the needs and concerns of healthcare industry clients with nuts-and-bolts design guidelines. 386p.

Room-by-room photographs and an inventory of furnishings and equipment for selected spaces. Includes an open office, records/supply room, bathroom, exam room, hallway, entrance, and dental office.

This book showcases a range of design details and practical design solutions providing flexible, innovative design solutions in key areas such as lighting, acoustics, color, furnishings, and finishes. Includes nearly 200 images, many in full color.

The purpose of this manual is to provide guidance to interested Maine communities, school officials, parents, students and health care providers in the development of School-Based Health Centers (SBHCs). The manual outlines the mission and goals of an SBHC and makes detailed suggestions on the structure of a community-based advisory council to guide center set-up and advocacy for community acceptance. The manual then details SBHC organizational structure and staffing, funding and operating budget, health services offered and site development, legal issues, and data collection, quality assurance, and evaluation. Includes a sample center floor plan.

Chapter 12 of this primer on school-based health centers briefly describes the design of a health center facility, listing the essential areas, space, and locale. The recommendations of space planners for clinical services are included for the laboratory, exam room, patient waiting area, and receptionist/records storage area.

Organized as a series of responses to questions about characteristics of community school centers, how the coordinated services work, shared space, governance, financing, planning, examples of existing centers, declining enrollments, assessing community needs, and how to get started in planning a community school center. This booklet is the first in a series that examines community school centers as a phenomenon of national importance to the coordinated delivery of social services, better use of public resources, and revitalization of community life. 24p.

Considers problems and solutions related to the design and establishment of college health facilities. Specific considerations include: 1) internal expansion and flexibility; 2) study and recreational facilities; and 3) supervision and space relationships. A prototype solution was developed to meet the needs of small independent liberal arts colleges. This solution consisted of a circular building with patient rooms on the perimeter and a raised central nursing station, with auxiliary waiting and treatment rooms and an attached nurses’ residence. Specifications, layouts, and elevations are given with the supporting design analysis. 36p.

Profiles 33 outstanding new specialized school facilities selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. These include art, performing arts, athletic, student health, service, K-12, science, and other facilities. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)

Advises on the design of school health suites, presenting typical questions that should be answered by the client, and using a new middle school facility in Lincoln, Rhode Island, as an example. Keys to facility cleanliness, staff involvement in design, demographic considerations, and new expectations for parental involvement and security are covered.

Describes state-of-the-art health services facilities being built on higher education campuses. These are typically inviting, centrally-located facilities designed to better address the more complex physical and mental health issues of today's students. Examples at Pennsylvania State University and the University of Arkansas are detailed, as are opportunities to use the new facilities to enhance the academic program.

Discusses the participation of school nurses in the design process for new and renovated school facilities. Practitioner suggestions for what should be included in a well-equipped school clinic are included.

Providing an environment that is responsive to emergency health needs of students is essential to creating a safe setting for children in schools. The question of what minimal essential emergency equipment and resources should be available in schools brings with it many and varied opinions, issues, and concerns. Through funding from the Emergency Medical Services for Children (EMSC), the National Association of School Nurses (NASN) was charged with the task of convening a consensus group to formulate a recommended list of minimal essential emergency equipment and resources that should be present in all schools. This article provides an overview of the issues surrounding minimal emergency equipment needs for schools, presents recommended minimal emergency equipment and resources, and recommendations for further actions. [Authors' abstract]

When attempting to locate guidelines for designing school nurses' offices, one finds there are minimal resources that address this need. In an effort to solve this concern, the authors were instrumental in writing an article for The Journal of School Nursing published in April 1997. The current article is an updated perspective that defines recommendations to be utilized in new construction or renovation of school nurses' offices. It encompasses information on square footage, design, utilization of space, location, and necessary equipment. Prototypes are provided that apply to elementary, middle school, and high school settings. The article outlines the importance of continued collaboration between the school nurse and key people involved in the planning and construction process, such as the school principal, administrators, and the district engineer. [Authors' abstract]

Describes the 1,200-sq.-ft. health clinic at Maine's Noble High School, which was designed to serve both the students and the community. The facility was thoughtfully placed close to the gymn, but with a private entrance and in a discreet location, to protect the privacy of users. Source of outside staffing and funding for the clinic, as well as the services it provides are described.

Case study of the health-care center at Broad Acres Elementary in Silver Spring, Maryland, one of 1,500 school-based health centers nationwide that bring a wide range of medical, nutritional, and mental-health care to millions of students and their families. [Free subscriber registration is required.]

Describes the successful public-private partnership between the Austin Independent School District and the Children's Hospital of Austin to provide student health services.

Describes how electronic medical records help the staff at University of Texas Health Services to serve students efficiently and collect data on the patient population.

Discusses important issues concerning the design of student health clinics, including convenient access, privacy and security, showers and sinks, durability and safety, and special considerations.

Discusses the high incidence of stolen drugs from school nurse's offices, and suggests security measures such as adding locks and limiting keys, and installing safety devices, cameras or motion detectors.

Camp health center management begins with assessing the population served, camp areas impacted, and the contract of care with parents. That information is used to plan the size of the center; its location in the camp; the type of equipment; and considerations such as medication management, infectious disease control, size of in- and out-patient space, and record storage

This article reviews development and use of a statewide (Texas) space model for long-term planning, regulating new construction, and formula appropriations for general academic and, more recently, health-related institutions. Considers the work and recommendation of a 1998 study committee on space needs of health facilities, the Commissioner's response, and the compromise decision to link space models to funding.

This focuses on how wayfinding, noise control, privacy, security, color and lighting, general ambience, textures, and nature can have a profound influence on patient stress, health, and well-being. Other important design issues include convenience and accessibility, accommodation to various populations, and family focus, as well as current equipment needs and future growth.

Details recommendations for updating or constructing nurses' offices based upon a descriptive study done in one midwestern school district. Suggestions are provided on size, location, and equipment needed. Also addressed is the communication process needed to persuade a board of education and school administrators that nursing facilities must be a priority in order to meet the health needs of students.

Results of a questionnaire returned by 20 doctors giving information of 249 schools showed that many of the rooms made available to school health services are inadequate in terms of physical resources and privacy. A higher set of standards is recommended to enable schools and pupils to derive maximum benefit from community pediatric services.

The ASHA is a multidisciplinary organization of administrators, counselors, dentists, health educators, physical educators, school nurses and school physicians involved in school health instruction, health services and a healthful school environment. A list of publications and ordering information for reprints from the Journal of School Health are included on the Web site.

BPHC is one of four Bureaus of the Health Resources and Services Administration (HRSA), an agency in the Department of Health and Human Services. Healthy Schools, Healthy Communities was established in 1994 to encourage the development of new, comprehensive, full-time, school-based primary care programs that serve high risk children. This Web site includes project files, full text publications, and links.

CHHCS is a nonpartisan policy and program resource center located at The George Washington University School of Public Health and Health Services. CHHCS was established to explore ways to strengthen the well being of children and youth through effective health programs and health care services in schools. Web site includes publications, policy and program information, an e-newsletter, and a section offering advice and providing sample documents for communicating about health care in schools. A section on Environmental Health includes information on biological and chemical safety, fire safety, occupational safety, playground safety, and air, water, and sanitation safety.

The National Assembly on School-Based Health Care is a nonprofit private association representing school-based health care providers and supporters. The National Assembly provides community, state, and national advocacy, information and knowledge exchange, networking opportunities, and technical assistance. This Web site includes standards/guidelines, statistics, financing information, evaluation tools, and additional literature on the subject.

Web site includes position statements and issue briefs on key issues facing school nurses and children's health; information on upcoming conferences and the annual meeting; and the Table of Contents of current and recent issues of the Journal of School Nursing.

To assist policymakers and others in the school community to make informed decisions, NSBA has developed the School Health Resource Database, an ever-expanding source of up-to-date information and materials, including sample school district policies, journal articles, research summaries, fact sheets, and more.

NCEF's resource list of links, books, and journal articles on community use of public school facilities during and after school hours.

NCEF's resource list of links, books, and journal articles on financing school construction and renovation through partnerships between schools and the private sector, community organizations, public agencies, and school districts.