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Background: Universal masking, with additional layered prevention strategies, was an essential tool for limiting the transmission of SARS-CoV-2 and ensuring a safe return to in-person learning for kindergarten through 12th grade (K-12) students and staff. Few studies have examined mask adherence in this setting and none have described types of masks worn or locations of mask adherence. This project sought to assess mask adherence, types worn, and location of mask adherence in K-12 settings. Methods: This study used direct in-person observations to measure the proportion of persons wearing masks correctly; type of masks worn; and location of mask adherence in 19 K-12 schools in Georgia. Results: A total of 16,222 observations were conducted. Among those observed, 85.2% wore masks, with 80.3% wearing the mask correctly. Persons in high school were less likely to wear masks correctly. Correct mask use was most often observed among persons wearing N95-type masks. The prevalence of persons wearing masks correctly in transitional spaces was 5% higher than in congregate spaces. Conclusion: In K-12 schools with a universal masking policy, correct mask adherence was high among individuals. Examining adherence to recommended prevention measures can provide K-12 schools feedback to inform targeted messaging and policies during future disease outbreaks.

Background To inform prevention strategies, we assessed the extent of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission and settings in which transmission occurred in a Georgia public school district. Methods During 1 December 2020–22 January 2021, SARS-CoV-2–infected index cases and their close contacts in schools were identified by school and public health officials. For in-school contacts, we assessed symptoms and offered SARS-CoV-2 reverse-transcription polymerase chain reaction (RT-PCR) testing; performed epidemiologic investigations and whole-genome sequencing to identify in-school transmission; and calculated secondary attack rate (SAR) by school setting (eg, sports, elementary school classroom), index case role (ie, staff, student), and index case symptomatic status. Results We identified 86 index cases and 1119 contacts, 688 (61.5%) of whom received testing. Fifty-nine of 679 (8.7%) contacts tested positive; 15 of 86 (17.4%) index cases resulted in ≥2 positive contacts. Among 55 persons testing positive with available symptom data, 31 (56.4%) were asymptomatic. Highest SARs were in indoor, high-contact sports settings (23.8% [95% confidence interval {CI}, 12.7%–33.3%]), staff meetings/lunches (18.2% [95% CI, 4.5%–31.8%]), and elementary school classrooms (9.5% [95% CI, 6.5%–12.5%]). The SAR was higher for staff (13.1% [95% CI, 9.0%–17.2%]) vs student index cases (5.8% [95% CI, 3.6%–8.0%]) and for symptomatic (10.9% [95% CI, 8.1%–13.9%]) vs asymptomatic index cases (3.0% [95% CI, 1.0%–5.5%]). Conclusions Indoor sports may pose a risk to the safe operation of in-person learning. Preventing infection in staff members, through measures that include coronavirus disease 2019 vaccination, is critical to reducing in-school transmission. Because many positive contacts were asymptomatic, contact tracing should be paired with testing, regardless of symptoms. [ABSTRACT FROM AUTHOR]

The article discusses that the Clusters of SARS-CoV-2 Infection among Elementary School Educators and Students in one School District in Georgia, December 2020–January 2021. Topics discussed include Cobb and Douglas Public Health (CDPH), the Georgia Department of Public Health (GDPH), and CDC investigated SARS-CoV-2 transmission in eight public elementary schools in a single school district; and COVID-19 cases among educators and students were either self-reported.

Nurses deliver a point-of-care service to patients. The nursing staff work extensive schedules and do not have time to research a clinical question to help support patient care. This article describes the implementation of the first research service that supports evidence-based practice at Georgia’s second largest hospital. Inspired by a similar service at a children’s hospital in 2014, the first year of nurse research rounds provides clinicians a new research service in their clinical setting. [ABSTRACT FROM PUBLISHER]