Aims and objectives To describe and interpret what it means for school nurses to realise themselves so that they remain in nursing practice. Background Self‐realisation seems to influence on nurses remaining in nursing practice. School nurses report aspects (i.e. autonomy and professional development) which can be linked to self‐realisation as important for themselves, but few studies describe what it means for school nurses to realise themselves so that they remain in practice. Design and method This study used a qualitative design, conducting two individual in‐depth interviews with 15 school nurses. The interviews were analysed with a phenomenological hermeneutic method. The COREQ checklist has been used in reporting this study. Results The following themes were emerged: (a) being attentive to yourself, (b) acting true to yourself and (c) making independent choices. Conclusion This study offers insight into what it means for school nurses to realise themselves so that they remain in nursing practice, that is to practise their originality and take a stand for what they consider important. Self‐realisation was embedded within nursing practice and consequently seems to impact on nurses remaining in practice. Relevance to clinical practice Nurses who practise their originality and take a stand for what they identify as important realise self. This implies being themselves and practising nursing in a way they find relevant. Nursing leaders who encourage nurses to articulate what this entails facilitate their self‐realisation. A clinical practice where nurses can be attentive and act true to themselves, and have opportunities to make independent choices, will be a practice where nurses can realise self. We suggest that clinical practice which emphasises opportunities for nurses' self‐realisation may facilitate their remaining in practice.

Aim This study aims to describe and interpret what it is school nurses strive to achieve for themselves in order to remain in practice. Design A qualitative study with a hermeneutic approach. Method The data were collected by means of in‐depth interviews with 15 Norwegian school nurses on two separate occasions and analysed using a phenomenological hermeneutic method. Results The analysis resulted in the following themes: (1) trusting your own professional ability, (2) aspiring to appreciation and (3) accomplishing self‐care. These themes were reflected in the school nurses' choices and actions and were regarded as an expression of what was of value to them as a nurse. Thus, the nurses' realizing what they strived to achieve for themselves can comprehensively be understood as a good of higher value for their remaining in nursing practice.

Background Previous research indicates a link between what nurses receive for themselves and their remaining in practice. In Norway, school nurses tend to remain in practice, but what it is they receive for themselves has been scarcely studied. The aim of this study, therefore, was to describe and interpret what it is school nurses receive for themselves that influences their remaining in practice. Method The study has a qualitative design with a hermeneutic approach. Data were collected through individual interviews on two separate occasions with 15 Norwegian school nurses. The data were analysed using a phenomenological hermeneutic method. Results Two themes demonstrate what it is the school nurses receive for themselves: (1) ‘Gaining interesting workdays for yourself’ and (2) ‘Attaining pleasure for yourself’. Each theme has two sub-themes. The first theme involved the school nurses ‘having an attractive scope of practice’ and ‘having varied tasks’. The second theme involved ‘being trusted’ and ‘being given a response’. The study themes can be comprehensively understood as an expression of what the school nurses identify as the main locus of the good work-life. The school nurses’ remaining seems to revolve around what it is they receive on their own behalf: an affirmation for their ordinary life and what they do as a nurse. Conclusion This study highlights that what school nurses receive on their own behalf may influence their remaining in practice. It adds to previous research with a more specific understanding of nurses remaining in practice by stating that in identifying the main locus of the good work-life, the school nurses received affirmation for their ordinary life and what they do as a nurse. Thus, it is important that nurses identify the main locus of a good work-life for themselves, as receiving affirmation for what they do in their ordinary workdays may influence their remaining in practice. Registration of clinical trial and registration identification number The study was approved by the Norwegian Centre for Research Data (project 59195). National Research Ethics Committee approval was not required, as the study only involved health professionals and did not ask for sensitive information.

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