Marginalization and School Nursing

Smith, Julia Ann

doi:10.1622/1059-8405(2004)020[0311:masn]2.0.co;2

Cited by 8 publications

(9 citation statements)

References 0 publications

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“…School nurses identified positive and negative aspects of being the sole health provider. In contrast to feeling isolated and lonely (Smith, 2004), participants in our study felt like part of a “family.” This family consisted of a small number of students and special education teachers and staff who were equally invested in the academic, social success, and medical safety of children with special health care needs. The “freedom” of working alone was viewed positively by study nurses, also reported by Simmons (2002) among nurses working with a general student population.…”

Section: Discussionmentioning

confidence: 61%

School Nurses Who Only Care for Children With Special Needs: Working in a Teacher’s World

Kruger¹,

Radjenovic²,

Toker³

et al. 2009

The Journal of School Nursing

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Published qualitative studies have not focused on nurses who solely care for children with special health care needs. The purpose of this study was to explore and describe (a) the work of school nurses who care exclusively for these children, (b) nurses' interaction with parents, staff, or providers, and (c) the challenges, benefits, and support for their role. Data from on-site observation and in-depth interviews with experienced, long-term employed nurses (n = 13) were analyzed using qualitative descriptive inquiry. Performing a personally satisfying clinical role, school nurses adapted to a "teachers world" by working alone, feeling responsible; begging, bartering, and subsidizing; and embracing school as family. They bridged home and school by doing for children, building relationships with parents, and knowing the child. Nurses need to be supported through peer supervision and adequate resources to provide family-centered care to students in a setting dominated by education professionals.

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Section: Discussionmentioning

confidence: 61%

School Nurses Who Only Care for Children With Special Needs: Working in a Teacher’s World

Kruger¹,

Radjenovic²,

Toker³

et al. 2009

The Journal of School Nursing

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“…Minchella () and Singer () suggested that orientation programs for new school nurses should include specific training on how to work with individuals with disabilities and their families. Mentorship for school nurses on how to adapt to the school environment can improve their overall preparation to support students and can improve the new school nurse's competency and confidence (Smith, ).…”

Section: Discussionmentioning

confidence: 99%

Meeting the Health Care Needs of Students With Severe Disabilities in the School Setting: Collaboration Between School Nurses and Special Education Teachers

Pufpaff

McIntosh

Thomas

et al. 2015

Psychology in the Schools

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The number of students with special healthcare needs (SHCN) and severe disabilities in public schools in the United States has steadily increased in recent years, largely due to the changing landscape of public health relative to advances in medicine and medical technology. The specialized care required for these students often necessitates complex coordination amonga large number of medical and educational service providers. While collaboration is critical in promoting appropriate academic progress for these students, school nurse reductions coupled with minimal teacher training in healthcare procedures leads to role confusion as school personnel attempt to meet the increasing demands of students with SHCN. Thus, this study examined the collaboration between the two most critical members of the team: the school nurse and the special education teacher. A 45-item survey on this collaborative partnership was completed by 76 school nurses working in public school settings. Results were consistent with existing literature, suggesting there are noteworthy aspects of the partnership between school nurses and special education teachers that are described as positive by school nurses; however, there are also many barriers that persist, resulting in fractured care for students with severe disabilities and SHCN. Recommendations for future collaboration and research are provided. C 2015 Wiley Periodicals, Inc.

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“…Hierarchies in health care and educational systems frequently place the status of one group over another. Working within patriarchal systems, school nurses can feel isolated, unrecognized, and marginalized from educational and nursing communities (Hall, Stevens, & Meleis, 1994;Smith, 2004). Guided by feminist theory, the decision was made to include school nurses from many practice levels and educational backgrounds in the study.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…School nursing practice has been described as taking place at the periphery of usual school activities (Smith, 2004). Standing on the margin of usual school activities, the school nurse can feel isolated, powerless, and unrecognized for his or her knowledge and expertise (Simmons, 2002).…”

Section: Introductionmentioning

confidence: 99%

Development of a School Nursing Research Agenda in Florida: A Delphi Study

Gordon

Barry

2006

The Journal of School Nursing

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Research is important to the image, visibility, and viability of school nursing. Each state school nursing association should evaluate member commitment to school nursing research based on their unique set of financial, educational, and organizational resources. A 3-round Delphi study was conducted in which Florida school nurses identified research priorities. The 10 priority research topics were (a) obesity/nutrition, (b) role of the school nurse, (c) legal/ethical issues, (d) emergencies, (e) health education, (f) absenteeism/attendance, (g) diabetes and insulin, (h) injuries, (i) health services, and (j) asthma. These topics form the state research agenda and will be used to guide the development of multisite school nursing studies.

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Marginalization and School Nursing

Cited by 8 publications

References 0 publications

School Nurses Who Only Care for Children With Special Needs: Working in a Teacher’s World

School Nurses Who Only Care for Children With Special Needs: Working in a Teacher’s World

Meeting the Health Care Needs of Students With Severe Disabilities in the School Setting: Collaboration Between School Nurses and Special Education Teachers

Development of a School Nursing Research Agenda in Florida: A Delphi Study

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