School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions

Abstract

The purpose of this study was to explore school nurse perceptions of the nurse-family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses' perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.

School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

“…School nurses' career experience was identified as the principal factor that could affect the quality of the school health care they provide to children with chronic diseases. Advanced degrees and career experience impacted school nurses' confidence in working with children's families (Brown, Looman, & Garwick, 2017). In addition, knowledge, confidence, self‐efficacy, and leadership also influenced the care school nurses provided.…”

“…To facilitate effective chronic disease management, partnerships are needed between families and school nurses through interactive communication (Gleason, Cicutto, Haas‐Howard, Raleigh, & Szefler, 2016). Partnerships between school nurses and parents could be facilitated by factors such as familiarity and confidentiality (Mäenpää & Åstedt‐Kurki, 2008), and school nurses' practical confidence in parental engagement in managing chronic care (Brown et al, 2017). Furthermore, school nurses perceived the importance of team‐based approaches among stakeholders.…”

The better sleep better well‐being programme: Educating and training community healthcare nurses in developing interventions for families of infants with moderate sleep problems: a pilot study

“…Community healthcare nurses, practicing in school settings, have, on the other hand, been found to have positive appraisals regarding their family nursing practice skills (FNPS), even though their perception has been found to vary depending on the child's health condition (17). That is, the nurses perceived lower level of FNPS with families of children with ADHD compared to families of children with asthma (17).…”

“…Community healthcare nurses, practicing in school settings, have, on the other hand, been found to have positive appraisals regarding their family nursing practice skills (FNPS), even though their perception has been found to vary depending on the child's health condition (17). That is, the nurses perceived lower level of FNPS with families of children with ADHD compared to families of children with asthma (17). Nonetheless, in a pilot study (n = 14) on the influence of an educational workshop for critical care nurses that focused on storytelling methods, encouraging empathic understanding as well as on family relations and evidence-based family nursing practice, participants were found to report increased confidence, knowledge and skills working with families, following an educational family-level intervention (18).…”

Fragmented School Mental Health Services: Directions for Research

“…We can study the role that education and experience play in school nurses' ability in practicing to the full extent of their education and training in mental health services. School nurses with advanced degrees and more experience report greater care coordination skills through collaboration with families in care of children with chronic conditions, such as asthma and attention deficit hyperactive disorder, than their less educated and less experienced peers (Brown, Looman, & Garwick, 2019). While the core of nursing at all levels of education is caring, nurses with more education are academically prepared for more complex roles in care of individuals and populations.…”