Editorial The Advantage of Literature Reviews for Evidence-Based Practice Evidence-based practice is the mantra for nursing in all set- tings. Although the randomized clinical trial (RCT) is the gold standard for testing interventions, the publication of the RCT represents one study providing evidence. Scientific integrative, systematic, and meta-analytic literature reviews are recognized as the power house publications that are the foundation of evidence-based practice because the literature reviews synthesize multiple studies addressing a problem. Knowing that literature reviews provide important evidence, authors are encouraged to publish the literature reviews supporting their studies. Other important guides to research that guide practice are the various priorities published by official and nonofficial agencies. The U.S. (United States) Preventive Services Task Force (USPSTF; http://www.uspreventiveservicestask force.org/) has a panel of health care researchers and experts who review published studies to determine the strength of their evidence. The focus of the USPSTF literature reviews is to evaluate prevention services and to assign a letter grade A through D or/and I which means inconclusive. The USPSTF is mandated by The Patient Protection and Afford- able Care Act of 2010 to report gaps in care to the United States Congress. The 2014 report to Congress prioritized gaps in evidence-based care of children and youth in seven areas related to mental health, obesity, development, infectious dis- eases, cancer prevention, injury/abuse, and vision disorders. This issue of The Journal of School Nursing is devoted to literature reviews relevant to school nursing practice. An inter- esting review from the Netherlands outlines the relationship between sexting, psychological problems, and risk behavior (Van Ouytsel, Walrave, Ponnet, & Heirman, 2015) and addresses the first USPSTF priority, related to mental health. A literature review reporting strategies to prevent type 2 dia- betes among youth (Brackney & Cutshall, 2015) is included and addresses the second priority to address obesity. The National Association of School Nurses (NASN) research priorities focus on the impact of school nursing in a number of areas. NASN also recommends systematic reviews as a way to illuminate the state of the science in school nursing (https://www.nasn.org/Research/ResearchPrioritiesforSchool- Nursing). Another review in this issue brings updated infor- mation about screening for exercise-induced asthma (Worrell, Shaw, Postma, & Katz, 2015) and addresses the NASN priority related to chronic conditions. Service delivery is also an important area for researchers and clinicians. In recognition of this, care coordination was identified by the Institute of Medicine (IOM) over a decade ago as a priority in transforming health care quality (http:// iom.edu/Reports/2003/Priority-Areas-for-National-Action- Transforming-Health-Care-Quality.aspx). In this issue, you will find a systematic review that addresses care coordination for children with complex needs (McClanahan & Weismuller, 2015). This article fills a gap with a focus on the role of school nursing in care coordination for children. Another review on health services delivery brings important information that can inform school nursing practice related to telehealth. The review of 15 studies highlights the importance of telehealth in schools and outlines not only the benefits but also the bar- riers to using telehealth (Reynolds & Maughan, 2015). A final review provides an historical perspective on the role and impact of school nurses on the health of American school chil- dren (Lineberry & Ickes, 2015). The importance of literature reviews is highlighted by the dedication of this entire issue to reviews. The Journal of School Nursing is addressing the challenge of providing evi- dence to researchers and clinicians in school health, but there is room for expanding the focus on literature reviews as the body of original research addressing school health issues grows. Julia Muennich Cowell, PhD, RN, APHN-BC, FAAN, Executive Editor References Brackney, D. E., & Cutshall, M. (2015). Prevention of type 2 dia- betes among youth: A systematic review, implications for the school nurse. The Journal of School Nursing, 31(1), 6–21. Lineberry, M. J., & Ickes, M. J. (2015). The role and impact of nurses in American Elementary schools: A systematic review of the research. The Journal of School Nursing, 31(1), 22–33. McClanahan, R. C., & Weismuller, P. (2015). school nurses and care coordination for children with complex needs: An integra- tive review. The Journal of School Nursing, 31(1), 34–43. Reynolds, C. A., & Maughan, E. D. (2015). Telehealth in the school setting: An integrative review. The Journal of School Nursing, 31(1), 44–53. Van Ouytsel, J., Walrave, M., Ponnet, K., & Heirman, W. (2015). The association between adolescent sexting, psychosocial diffi- culties, and risk behavior: Integrative review. The Journal of School Nursing, 31(1), 54–69. Worrell, K., Shaw, M. R., Postma, J., & Katz, J. R. (2015). A Sys- tematic review of the literature on screening for exercise- induced asthma: Considerations for school nurses . The Journal of School Nursing, 31(1), 70–76. The Journal of School Nursing 2015, Vol. 31(1) 5 ª The Author(s) 2014 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1059840514564387 jsn.sagepub.com