TY - JOUR
AU - M. Qtait
AU - M. F. Al Ali
AU - K. Awad
AU - N. Alqaissi
A1 - 
AB - BACKGROUND: Child wellness is a multidimensional construct encompassing physical, mental, and social well-being, and schools are recognized as critical settings for integrated health promotion. School nurses play a central role within these systems; however, evidence regarding the scope, contextual variability, and effectiveness of nurse-led interventions remains fragmented. The Whole School, Whole Community, Whole Child (WSCC) framework provides a comprehensive model for understanding how school health services contribute to child wellness across multiple domains. OBJECTIVE: This systematic review aimed to synthesize recent evidence on school nurse-led interventions and evaluate their contributions to multidimensional child wellness within the WSCC framework. METHODS: A systematic review was conducted following PRISMA 2020 guidelines. Five databases (PubMed, CINAHL, Scopus, Web of Science, and PsycINFO) were searched for studies published between January 2020 and June 2025. Studies were screened independently by two reviewers using predefined inclusion criteria. Methodological quality was assessed using Joanna Briggs Institute tools. Due to heterogeneity in study designs and outcomes, a narrative thematic synthesis was performed, and findings were mapped onto WSCC components. RESULTS: Seventeen studies met the inclusion criteria. Interventions were categorized into five domains: health education (n = 9), mental health support (n = 6), chronic disease management (n = 7), hygiene and infection control (n = 5), and interdisciplinary collaboration (n = 8). Interventions were associated with improvements in health knowledge, behavioral outcomes, mental health indicators, and disease management. However, substantial variability in nurse roles and health system contexts limited comparability, and several WSCC components remained underrepresented. CONCLUSION: School nurses play a critical role in promoting multidimensional child wellness. Nevertheless, limited evidence and contextual heterogeneity constrain generalizability, highlighting the need for standardized, context-sensitive, and longitudinal research.
AD - Nursing College, Palestine Polytechnic University, Hebron, Palestine. RINGGOLD: 117310; Faculty of Nursing, Al-Zaytoonah University of Jordan. RINGGOLD: 84977
AN - 42152950
BT - SAGE Open Nurs
C5 - Education & Workforce; Healthcare Disparities
DA - Jan-Dec
DO - 10.1177/23779608261453442
DP - NLM
ET - 20260516
JF - SAGE Open Nurs
LA - eng
N2 - BACKGROUND: Child wellness is a multidimensional construct encompassing physical, mental, and social well-being, and schools are recognized as critical settings for integrated health promotion. School nurses play a central role within these systems; however, evidence regarding the scope, contextual variability, and effectiveness of nurse-led interventions remains fragmented. The Whole School, Whole Community, Whole Child (WSCC) framework provides a comprehensive model for understanding how school health services contribute to child wellness across multiple domains. OBJECTIVE: This systematic review aimed to synthesize recent evidence on school nurse-led interventions and evaluate their contributions to multidimensional child wellness within the WSCC framework. METHODS: A systematic review was conducted following PRISMA 2020 guidelines. Five databases (PubMed, CINAHL, Scopus, Web of Science, and PsycINFO) were searched for studies published between January 2020 and June 2025. Studies were screened independently by two reviewers using predefined inclusion criteria. Methodological quality was assessed using Joanna Briggs Institute tools. Due to heterogeneity in study designs and outcomes, a narrative thematic synthesis was performed, and findings were mapped onto WSCC components. RESULTS: Seventeen studies met the inclusion criteria. Interventions were categorized into five domains: health education (n = 9), mental health support (n = 6), chronic disease management (n = 7), hygiene and infection control (n = 5), and interdisciplinary collaboration (n = 8). Interventions were associated with improvements in health knowledge, behavioral outcomes, mental health indicators, and disease management. However, substantial variability in nurse roles and health system contexts limited comparability, and several WSCC components remained underrepresented. CONCLUSION: School nurses play a critical role in promoting multidimensional child wellness. Nevertheless, limited evidence and contextual heterogeneity constrain generalizability, highlighting the need for standardized, context-sensitive, and longitudinal research.
PY - 2026
SN - 2377-9608
SP - 23779608261453442
ST - The Role and Effectiveness of School Nurses in Promoting Child Wellness: A Systematic Review
T1 - The Role and Effectiveness of School Nurses in Promoting Child Wellness: A Systematic Review
T2 - SAGE Open Nurs
TI - The Role and Effectiveness of School Nurses in Promoting Child Wellness: A Systematic Review
U1 - Education & Workforce; Healthcare Disparities
U3 - 10.1177/23779608261453442
VL - 12
VO - 2377-9608
Y1 - 2026
ER -