Adolescents’ and school nurses’ perceptions of using a health and lifestyle tool in health dialogues

Golsäter, Marie; Sidenvall, Birgitta; Lingfors, Hans; Enskär, Karin

doi:10.1111/j.1365-2702.2011.03816.x

Cited by 46 publications

(50 citation statements)

References 36 publications

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“…In our study, the girls seemed to need somewhere to talk with somebody about everyday life as a way to enable well-being. The places need to have a low threshold for talking about health, as for example with the school nurse (Golsäter, Sidenvall, Lingfors, & Enskär, 2011; Langaard & Toverud, 2009). It seems important to have places where they can discuss health issues in a respectful and open atmosphere (Golsäter, Sidenvall, Lingfors, & Enskär, 2010), and where they can talk about their everyday life and what it means for them at the moment.…”

Section: Discussionmentioning

confidence: 99%

“…The school nurses work with a health and lifestyle questionnaire which is the basis for an individual health profile used as a tool in the health dialogues with the pupils (Golsäter et al, 2011; Socialstyrelsen, 2004). The health and lifestyle questionnaire focuses on issues such as school, family, sleep, alcohol as factors for a healthy or unhealthy life.…”

Section: Discussionmentioning

confidence: 99%

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The influence of living conditions on adolescent girls’ health

Larsson¹,

Sundler

Ekebergh

2012

International Journal of Qualitative Studies on Health and Well

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Adolescence is described by the Swedish National Board of Health and Welfare as the healthiest period in life. However, adolescent girls differ in that they self-report that their health decreases with age. The aim of this hermeneutical study was to describe the meaning of living conditions in relation to adolescent girls’ health. Guided by principles of reflective lifeworld research, 15 interviews with adolescent girls were analysed. The result section consists of four narratives with their existential interpretations illustrating different ways of approaching living conditions and their meaning for health and well-being. The narratives are: Approaching everyday life in a balanced way—feeling harmonious; approaching everyday life with ambiguity—feeling confused; approaching everyday life as an intellectual project—striving for control; approaching everyday life as a struggle—feeling forlorn. In addition, a comprehensive understanding was developed by using the lifeworld dimensions: lived body, lived room, lived time, and lived relations. These dimensions may deepen the understanding of important parts of those living conditions which are meaningful for the girls’ health and well-being. By using the dimensions, complex living conditions have been explored and the meaning of different parts clarified. The girls’ thoughts and feelings are often ambiguous and sometimes contradictory, depending on the situation. The health of adolescent girls needs to be understood against the background of their experiences of living conditions. One way to support their health and well-being seems to be to supply them with forums where they can talk about their living conditions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The influence of living conditions on adolescent girls’ health

Larsson¹,

Sundler

Ekebergh

2012

International Journal of Qualitative Studies on Health and Well

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“…However, since the early 2000s various national legislative acts have obliged schools to pay more attention to the prevention of health problems as well as the strengthening of connections between health and education [24]. Although municipalities may still differ on certain aspects of health services in school as in for example a use of a health dialogue, the legislation has increased standardization of school health services in Sweden [30]. Most school nurses in Swedish municipalities offer students the opportunity to have a personal health dialogue at two points during compulsory schooling and during their first year of upper secondary school.…”

Section: Methodsmentioning

confidence: 99%

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Rosvall

Nilsson

2016

BMC Health Serv Res

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BackgroundThere has been an increase of reports describing mental health problems in adolescents, especially girls. School nurses play an important role in supporting young people with health problems. Few studies have considered how the nurses’ gender norms may influence their discussions.MethodsTo investigate this issue, semi-structured interviews focusing on school nurses’ work with students who have mental health problems were conducted. Transcripts of interviews with Swedish school nurses (n = 15) from the Help overcoming pain early project (HOPE) were analysed using theories on gender as a theoretical framework and then organised into themes related to the school nurses’ provision of contact and intervention. The interviewees were all women, aged between 42–63 years, who had worked as nurses for 13–45 years, and as school nurses for 2–28 years. Five worked in upper secondary schools (for students aged 16–19) and 10 in secondary schools (for students aged 12–16).ResultsThe results show that school nurses more commonly associated mental health problems with girls. When the school nurses discussed students that were difficult to reach, boys in particular were mentioned. However, very few nurses mentioned specific intervention to address students’ mental health problems, and all of the mentioned interventions were focused on girls. Some of the school nurses reported that it was more difficult to initiate a health dialogue with boys, yet none of the nurses had organized interventions for the boys.ConclusionsWe conclude that generalisations can sometimes be analytically helpful, facilitating, for instance, the identification of problems in school nurses’ work methods and interventions. However, the most important conclusion from our research, which applied a design that is not commonly used, is that more varied approaches, as well as a greater awareness of potential gender stereotype pitfalls, are necessary to meet the needs of diverse student groups.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1710-1) contains supplementary material, which is available to authorized users.

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“…[2] Various health and lifestyle questionnaires have been developed and used during the health dialogue. [3][4][5] School nurses serve as a link between various professionals in the school, the family, and other helpful agencies outside the school. [6] 1.1 Theoretical perspective This study has caritative caring as its starting point.…”

Section: Introductionmentioning

confidence: 99%

Swedish school nurses’ perspectives on caring for and promoting the health of adolescents with mental health problems – A qualitative study the Health of Adolescents with Mental Health Problems – A Qualitative Study

Hilli

Wasshede

2017

CNS

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Background: Over the last few decades, there has been an increase in mental health problems among adolescents, manifested as physical symptoms, such as stomach pain, headaches, feelings of anxiety, worry, stress and sleeping problems. Surveys among school nurses' have revealed that mental health work now forms a key part of their role. Although an increasing number of adolescents are suffering from mental health problems in upper-secondary schools (16-19 years), there are few studies focusing on this matter. Therefore we wanted to explore the matter from the school nurses' point of view. The aim of this study was to explore Swedish school nurses' experiences of caring for and promoting the health of students suffering from mental health problems. Methods: The present study had a descriptive design and a qualitative approach. A purposeful sample of eight (n = 8) school nurses was interviewed. Their working experience varied between 4 and 29 years. The data were analysed using content analysis. The ethical principles stipulated by the Swedish Research Council were carefully followed throughout the study. Results: Three main themes with sub-themes were found: A caring relationship as the foundation for health promotion, organizing health-promoting work and interprofessional cooperation as a prerequisite for good caring. Conclusions: The findings strengthen the evidence of the importance of the health dialogue as a tool for the school nurses to identify students with mental health problems. Creating a caring relationship with the students is a prerequisite for caring and health promotion. Further education concerning mental health and evidence-based-practice should be arranged on regular basis. More research and cooperation between different stakeholders is needed.

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Adolescents’ and school nurses’ perceptions of using a health and lifestyle tool in health dialogues

Cited by 46 publications

References 36 publications

The influence of living conditions on adolescent girls’ health

The influence of living conditions on adolescent girls’ health

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Swedish school nurses’ perspectives on caring for and promoting the health of adolescents with mental health problems – A qualitative study the Health of Adolescents with Mental Health Problems – A Qualitative Study

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