School Nurse–Parent Partnership in School Health Care for Children with Type 1 Diabetes: A Hybrid Method Concept Analysis

Development and Testing of the School Healthcare Partnership Scale for Parents

“…Parents of children emphasized shared responsibility by agreeing on the division of roles pertaining to SHC for students. 29 Partnership also includes incorporating parents' expertise into clinical and psychosocial care, 25 which makes mutual agreement regarding roles an essential component of partnerships in care. 24 The third dimension is transparent and open communication.…”

“…To develop the SHCPS-P, the concept’s attributes were defined using a hybrid concept analysis method based on literature reviews and interviews. 29 The Consensus-Based Standards for the Selection of Health Measurement Instruments (COSMIN) study group for patient-reported outcome measurements recommends including an appropriate number of professionals from all relevant disciplines to verify the content validity during the scale development process. 32 Correspondingly, 9 experts, including the scale developers, reviewed the content validity of the SHCPS-P, and 27 parents participated in the response test.…”

“…This scale includes the following dimensions: trust, openness, communication, sensitivity, intimacy, and understanding. As these 6 concepts are similar to the attributes of partnership with patients or clients, 19,29,45 significant differences in the partnership score based on the changes in the interpersonal relationship score were used as a criterion. This difference was assessed by comparing the mean SHCPS-P scores of participants in the top and bottom 20% of the interpersonal relationship scale.…”

“…28 In a previous study, partnership with school nurses was defined using a hybrid concept analysis, which included 2 phases: a theoretical phase involving a literature review of the conceptualization of partnership in SHC or diabetes care in a school setting and a fieldwork phase comprising in-depth interviews of 22 mothers of children with T1D and 20 school nurses. 29 Seven attributes were identified in the theoretical phase, and 7 attributes were extracted in the fieldwork phase. In the final analytic phase, 4 attributes of the concept of school nurse-parent partnership in SHC were derived: (1) trusting relationships (establishing mutually trusting and respectful relationships between school nurses and parents); (2) transparent and open communication (communicating openly and consistently to share and solve students’ health problems); (3) balanced responsibility (compromising on each other’s needs, sharing roles, and working together to pursue a common goal); and (4) providing tailored care (providing nursing actions by advocating for students and performing a negotiated role together or individually to meet the care needs of the students).…”