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Student-centered care is provided at the individual
or schoolwide level (e.g., caring for students with
special health care needs, promoting a positive school
STUDENT-CENTERED CARE climate). School nurses work in partnership with
students and their families and caregivers to ensure
that decisions include students’ needs and that desires
are addressed (Institute of Medicine, 2001).

Student-centered care promotes student self-
STUDENT empowerment by respecting student autonomy
SELF-EMPOWERMENT and by helping students realize their own power
and capabilities in managing their health conditions
(Tengland, 2012).

Transition planning refers to two different transitions.
In the health care arena, transition planning refers to
a patient transferring from one health care setting to
another (Geary & Schumacher, 2012). School nurses
facilitate the transitioning of students from other health
care settings to the school setting. The Individuals
TRANSITION with Disabilities Education Act (U.S. Department
PLANNING of Education. Office of Civil Rights, n.d.) refers to
transition services related to preparing students with
disabilities for future employment, education, and
postsecondary schools. The term also encompasses
students transitioning from elementary to middle to
high school, thereby facilitating their preparation for
the new environment and developmental transitions
for chronic disease self-management.

*Definitions of the framework principles and components were taken from the original articles that developed the Framework
for 21st Century School Nursing Practice™ (NASN, 2016a; Maughan, Duff, et al., 2016). Where applicable the original source
is cited. Permission to use granted by the National Association of School Nurses. Re-printed with permission by the National
Association of School Nurses.

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