A Mentoring Program for New School Nurses

Abstract

Until recent years, school nursing practice consisted mainly of screenings and first aid. However, the changing health, social, and emotional needs of children in the school setting have brought about an expansion of school nursing services. Now school nurses must not only perform routine first aid and screenings, but they must also carry out independent health assessments, monitor various medications, counsel students from troubled homes, collaborate with their educational partners, and complete numerous reports. Historically, school nurses began their careers with little specialized education or orientation. However, with the increased demands in school nursing, it is important to guide, advise, and mentor new school nurses so they can reach a level of competency and confidence more quickly. In this descriptive study, new school nurses were asked to indicate their level of satisfaction with the School Nurse-Mentoring Program. The findings of this study indicate that a mentoring program for new school nurses results in increased career satisfaction, a higher level of competency, and health benefits for the students being served.

Measuring Evaluation Competency Among School Counselors

“…Mentoring is a common practice in K-12 education to promote professional development and supervision among school-based practitioners, such as teachers (Fairbanks, Freedman, & Kahn, 2000), school counselors (Peace & Sprinthall, 1998), and school nurses (Houghton, 2003). Mentoring relationships often involve coaching, collaborative work, and skill demonstration (Schwille, 2008), and research has reported some positive results of mentoring.…”

Marginalization and School Nursing

“…Mentoring nurses new to the school nurse environment may lead to an increase in their competency, confidence, and role clarification, especially in an environment where the minimum level of preparation for this specialty practice varies from state to state. Research suggests that school nurses who completed a mentoring program were less likely to feel isolated and dissatisfied with their career (Houghton, 2003).…”

“…School nurses stand astride the professions of nursing and education. As a result of practicing across two frequently differing paradigms, school nurses may feel isolated, distant, and marginalized from the educational community in which they practice (Houghton, 2003); this is especially true with novice school nurses. Furthermore, the lack of professional respect from educators and nursing colleagues outside the realm of school nursing (Costante, 2002) contributes to barriers that impede the school nurses' ability to become fully integrated in the educational setting.…”

Perspectives of School Nurse Vocational Satisfaction: A Qualitative Analysis

“…In contrast, the school nurse is isolated from nurse colleagues in a milieu where the primary purpose is education and not health. Houghton (2003) indicates that at the onset of their careers, school nurses may experience isolation, discomfort, and uncertainty regarding their responsibilities. These feelings may result in job dissatisfaction and withdrawal from the school setting.…”

“…School nurses also must possess expertise in pediatric nursing, public health, and mental health. The nursing shortage exacerbates the problem of locating qualified school nurses according to Houghton (2003). Providing mentorship for novice school nurses through teaching, advising, and supporting them-ultimately benefits students and encourages successful school nurse practice and retention of nurses in the school nursing specialty (Houghton).…”