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Na metal batteries using inorganic solid-state electrolytes (SSEs) have attracted extensive attention due to their superior safety and high energy density. However, their development is plagued by the unclear structural/volumetric evolution of SSEs and the corresponding Na+ migration mechanisms. In this work, NaSn2F5 (NSF) clusters are composed of nanoparticles (NPs) with matched lattices induced by dislocations, which can mitigate the volume swelling/shrinkage of the NPs. NSF behaves like a single ion conductor with a high Na+ transference number (tNa+) of 0.79. Specially, the ionic conductivity (σ) of NSF is increased from 7.64 × 10-6 to 5.42 × 10-5 S cm-1 after partial irreversible oxidation of Sn2+ (0.118 Å) â†’ Sn4+ (0.069 Å) with the shrunk ionic radius during the charge process, giving more spaces for Na+ migration. Furthermore, a poly(acrylonitrile)-NaSn2F5-NaPF6 composite polymer electrolyte (NSF CPE) was fabricated with a σ of 4.13 × 10-4 S cm-1 and a tNa+ of 0.60. The NSF CPE-based symmetric cell can operate over 3000 h due to the couplings between the different components in NSF CPE, which is beneficial for ion transfer and the construction of stable solid electrolyte interface. And the quasi-solid-state Na|NSF CPE|Na3V2(PO4)3 full cell displays excellent electrochemical performance.

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Solid-state Na-CO2 batteries are a kind of energy storage devices that can immobilize and convert CO2. They have the advantages of both solid-state batteries and metal-air batteries. High-performance solid electrolyte and electrode materials are important for improving the performance of solid-state Na-CO2 batteries. In this work, we investigate the influence of fluorine doping on the structure and ionic conductivity of Na3Zr2Si2PO12 (NZSP). An ionic conductive solid electrolyte membrane was prepared by compositing the inorganic solid electrolyte Na2.7Zr2Si2PO11.7F0.3 (NZSPF3) with poly(vinylidene fluoride)-co-hexafluoropropylene (PVDF-HFP). It shows an ionic conductivity of up to 2.17 × 10-4 S cm-1 at room temperature, a high sodium ionic transfer number of ∼0.70, a broad electrochemical window of ∼5.18 V, and better mechanical strength. Furthermore, we studied the Na15Sn4/Na composite foil with the ability to inhibit dendrite as the anode for solid-state Na-CO2 batteries. Through density functional theory (DFT) calculations, the Na15Sn4 particle has been verified with a strong sodiophilic property, which reduces the nucleation barrier during the deposition process, leading to a lower overpotential. The symmetric cell assembled with the composite solid-state electrolyte NZSPF3-PVDF-HFP and Na15Sn4/Na composite anode can inhibit the growth of Na dendrites effectively and maintain the stability of the whole cell structure. Solid-state Na-CO2 batteries assembled with Ru-carbon nanotube (Ru-CNTs) as cathode catalysts exhibit a high discharge capacity of 6371.8 mAh g-1 at 200 mA g-1, excellent cycling stability for 1100 h, and good rate performance. This work provides a promising strategy for designing high-performance solid-state Na-CO2 batteries.

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Solid-state sodium batteries represent a highly promising option for future electrochemical energy storage applications. The ionic conductivity of solid-state electrolytes is one of the significant factors limiting the development of solid-state batteries. In this study, we establish that Sm3+ doping effectively boosts the ionic conductivity of Na3Zr2Si2PO12 (NZSP). The optimal composition, Na3.2Zr1.8Sm0.2Si2-PO12 (NZSP-S20), exhibits a total conductivity of 1.87 mS cm-1 at 23 °C. Structural and microscopic morphology analyses reveal that Sm3+ doping enhances the ionic conductivity of NZSP through structural modulation, phase fraction adjustment, and grain size reduction. High-frequency impedance spectroscopy (40 Hz to 110 MHz) demonstrates that bulk and grain boundaries contribute 49.4 and 50.6%, respectively, to the total conductivity. The structural and microscopic morphology analyses reveal that Sm3+ doping enhances the ionic conductivity of NZSP. Furthermore, the critical current density (CCD) attained in the symmetric cell, assembled by using NZSP-S20 as the solid-state electrolyte and NaSn alloy as the electrode, reaches 2.2 mA cm-1. These results furnish a theoretical foundation for comprehending the modification of solid-state electrolytes.

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This is the first in a series of three articles looking at school health data collection from identification of data points to utilizing data to share your story and submitting your data to contribute to the National School Health Data Set: Every Student Counts! Many school nurses cringe at the mention of data collection. However, everything we do as school nurses is data driven. Every documented assessment, observation, and conversation provides the school nurse with data. The barriers often noted to participating in formal data collection efforts are time, workload, access to an electronic health record, and not understanding the WHY, WHAT, and HOW. The key to data collection is identifying the data already being collected and starting where you are. Data collection is not something new that you need to find a way to fit into your already busy schedule. WHAT do you currently collect? WHY are you collecting the data you have? HOW do you collect it? WHAT do you do with the data? These are all very important questions, but let's take a closer look at the WHY, WHAT, and HOW behind data collection.

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Annually, the National Association of School Nurses (NASN) sets advocacy goals, including legislative priorities. This past January, the NASN Board of Directors resumed their in-person Hill Day, with over 100 appointments with Members of Congress and Senators. This article highlights NASN's 2022-2023 legislative priorities and advocacy efforts, along with briefly discussing the relationship of Bipartisan Safer Communities Act to Medicaid reimbursement for school nursing services.

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The National Association of School Nurses honors school nurses who have made extraordinary, unique, and enduring contributions to school nursing and the National Association of School Nurses with recognition in the National Academy of School Nursing Fellows (FNASN). The following article outlines the value of FNASNs, how they contribute, and how a school nurse can apply for Fellowship. The time is now for mid-career school nurses to prepare for the opportunity that an NASN Fellow represents!

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The National Association of School Nurses established the Endowment Fund to support evidence for school nursing practice with research grants, special projects, and to support school nurse education with scholarships. This article provides an overview of the use of the NASN Endowment Fund since its origin including the awarding of scholarships and research grants beginning in 2015. The article also highlights the association of NASN research priorities and their connection to evidence-based practice, and recognizes the success of the project continues to rely of the generosity of contributors to the fund. Contributing to NASN Endowment will enable future educational scholarships and research projects to continue for many years to come.

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Obtaining a position as a school nurse is an exciting career opportunity, but the reality of a new position in a new specialty area can quickly lead to anxiety and feeling overwhelmed. Your first thoughts might be "Can I really do this job?" and "Where and how do I begin?" The answer to these questions will depend on your situation-are you a nurse hired for a previously established school nurse position or are you the first nurse at your school, charged with initiating a school health program? The purpose of this article is to offer guidance for the novice school nurse in establishing a school health program and school nurse office, as well as to encourage and provide direction for the development of your school nursing practice.

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Local school wellness policies (LWP) guide school districts' efforts to establish school environments that promote students' health, well-being, and ability to learn that include school U.S. Department of Agriculture nutrition and physical activity requirements. Looking through the lens of the Whole School, Whole Community, Whole Child model and NASN's Framework for 21st Century School Nursing Practice™, LWP can be expanded beyond the tradition focus of nutrition and physical activity to address the health and academic needs of students with chronic health conditions. School nurses need to be actively involved on district wellness councils as schools prepare to conduct their required triennial assessment of current LWP equipped with an understanding of the Alliance for a Healthier Generations' updated model wellness policy and NASN's supplemental wellness policy language to address management of students with chronic health conditions.

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School nurses are seeing increased numbers of children who are living in poverty. The Missouri Community Action Program Poverty Simulation was presented to school nurses to increase their awareness of what it might be like to live in poverty and the related healthcare barriers. Participants shared their reactions and knowledge gained in the simulation in a postparticipation survey with the simulation facilitators. Some participants shared practice changes that they made as a result of their participation in the simulation, which included use of additional referral resources, being less judgmental, and increased empathy.

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COVID-19 has affected the 2020-2021 school year for everyone and thrust school nurses into the spotlight. Some school nurses are too overwhelmed to even think about data; others want to collect data differently to illustrate the value of the role of the school nurse. This article provides guidance on data collection during this unique time period. The article is based on a blog originally posted on National Association of School Nurses's website.

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Asthma imposes tremendous burden on children, families, and society. Successful management requires coordinated care among children, families, health providers, and schools. Building Bridges for Asthma Care Program, a school-centered program to coordinate care for successful asthma management, was developed, implemented, and evaluated. The program consists of five steps: (1) identify students with asthma; (2) assess asthma risk/control; (3) engage the family and student at risk; (4) provide case management and care coordination, including engagement of health-care providers; and (5) prepare for next school year. Implementation occurred in 28 schools from two large urban school districts in Colorado and Connecticut. Significant improvements were noted in the proportions of students with completed School Asthma Care Plans, a quick-relief inhaler at school, Home Asthma Action/Treatment Plans and inhaler technique (p < .01 for all variables). Building Bridges for Asthma Care was successfully implemented extending asthma care to at-risk children with asthma through engagement of schools, health providers, and families.

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NASN is celebrating 50 years of supporting the health needs of children and the practice needs of the school nurses who provide those services. This is the sixth and last in a series exploring the power of NASN's past, its celebration of the present and preparing for NASN to be a force of the future. This article builds on the historical precedents of NASN's history to develop a vision for its next 50 years. Examining the changing landscape of healthcare provides the outline of NASN's potential to advance child health.

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This article is the fourth in the series examining 50 years of NASN's history. It looks at the needs of our students and the practice of school nursing from 1968 through 2018 using the structure provided by NASN Framework for 21st Century School Nursing Practice™. The article examines the destiny of school nursing practice as determined by the needs of our students, the strength and resolve of school nurses, and the education and resources provided by NASN.

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As a district, Mansfield Independent School District wanted to validate that Health Services was performing at the highest level possible, implementing evidence-based practices, and achieving the highest outcomes with our students and staff. NASN (2016) had developed the Framework for 21st Century School Nursing Practice to illustrate the practice of school nurses; and sought ways to operationalize the Framework for local school nurses and district level use. This article will explain how the two groups partnered together to develop a tool and assessment program. The article will discuss the approach, challenges, and perspectives of both Mansfield Independent School District and NASN, lessons learned, outcome, and future/potential changes within health services.

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