Ethics reflection groups for school nurses

Abstract

Background: School nurses have great responsibilities as the connecting link between school, children/adolescents, parents, and other healthcare services. Being in this middle position, and handling complex situations and problems related to children in school, may be demanding and also lead to ethical challenges. Clinical ethics support, such as ethics reflection groups, may be of help when dealing with ethical challenges. However, there is little research on experiences with ethics reflection groups among school nurses. Aim: The aim of this research was to explore how nurses in school healthcare experience their role, and how they experience participation in ethics reflection groups, using a model for systematic ethics reflection, the Centre for Medical Ethics model. Research design: The project had a qualitative design, using focus group interviews and thematic analysis. Ethical considerations: The study was evaluated by the Data Protection Official at the Norwegian Centre for Research Data (project no. 57373). The participants were given oral and written information about the study and signed a written consent. Participants and context: Twelve participants from school healthcare were recruited to the interviews. Findings: School nurses described their role as extremely challenging. How the school nurses experienced their role also influenced how they experienced participating in ethics reflection groups. The Centre for Medical Ethics model was experienced as both challenging and comprehensive. However, they also experienced that the model helped them to clarify their role and could also help them to find better solutions. Conclusion: The role as school nurse is complex and demanding, with several ethical challenges. Ethics reflection groups may be of great help when dealing with these challenges. However, it is of great importance that the methods used are adjusted to the professionals’ needs and context.

A vulnerable journey towards professional empathy and moral courage

“… 36 Research shows that ethics reflection groups in clinical practice may help nursing students cope with ethical challenges, thus increasing their ethics competency and improving their moral attitude. 44 , 45 Ethics reflection and debriefing on ethical challenging situations, may also help students and their mentors be aware of the hidden curriculum their learning process, and how this may affect the professional development.…”

School nurses’ engagement and care ethics in promoting adolescent health

“…The involvement of the entire health team in handling complex and demanding situations and ethical reflections might support school nurses in their endeavour. 36 Collaboration with parents is highlighted, since health habits are carried into adulthood. 21,23,37 However, a non-supportive work environment where some teachers are not interested in health issues or disorganization of work can cause ethical conflicts.…”

Clinical ethics committees in nursing homes: what good can they do? Analysis of a single case consultation

“…Related community services such as home care, sheltered housing/assisted living facilities, mental health and substance abuse care, school health services, maternal-child and adolescent health stations, and primary care physicians, however, arguably have comparable needs for ethics support. [21][22][23] This contention is supported by the nature of the CEC roles identified: The roles are quite general, and thus appear likely to be beneficial across a range of healthcare settings. The question then arises what the proper scope or institutional affiliation is for a CEC in community care.…”