School nursing: history, present practice and possibilities reviewed

Ae, While; Barriball, Louise

doi:10.1046/j.1365-2648.1993.18081202.x

Cited by 13 publications

(5 citation statements)

References 33 publications

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“…Working consistently within the same 'physical' space (caseload) also provides a sense of ownership and familiar understanding (Kelly et al, 2005) and it takes time to build relationships with schools, young people and their families (Sherwin, 2016). The visibility of the service has historically been a key issue, which is largely due to the relatively small workforce (While and Barriball, 1993;BYC, 2011). To provide support on a practical level school nurses need to be physically visible so young people know who to contact and how to access them.…”

Section: Accessibilitymentioning

confidence: 99%

Supporting the mental health needs of young people: the spatial practices of school nurses

Sherwin

2019

JPMH

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Purpose The purpose of this paper is to raise awareness of an understanding of how school nurses work in multiple spaces, supporting young people in relation to promoting and protecting their emotional and mental health and wellbeing. It is argued that young people’s emotional health needs are still as prevalent today as they were over 150 years ago, when Charles Dickens wrote about them in the novel Nicholas Nickleby. Design/methodology/approach Soja’s (1996) typology of spatial practice is applied to school nursing practice in an attempt to explore how different types of space influence how support is given to young people. Findings Examples are provided from previous research (Sherwin, 2016) of how Soja’s theory of Firstspace, Secondspace and Thirdspace can be identified within school nurses’ practice, thereby providing an understanding of how school nurses provide support to young people on an everyday basis. It is proposed that in an addition Fourthspace also exists and a new conceptual model of spatial practice is proposed. Originality/value School nurses have the potential to make a significant impact on preventing and protecting young people’s mental health. They provide valuable support to young people to enable them to cope with the complexities of their lives, yet relatively little is known about their everyday practice as this is an under-reported area of nursing. A new conceptual model is proposed to help provide an understanding of their practice.

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Section: Accessibilitymentioning

confidence: 99%

Supporting the mental health needs of young people: the spatial practices of school nurses

Sherwin

2019

JPMH

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“…There is a paucity of research literature on the subject of how nursing time is spent in schools, and on how school nurses and their educational colleagues view the role of the school nurse. Studies on the perception of school nurse roles show significant disagreement among nurses and teachers, nurses and school counselors, and nurses and principals, in the functions of a school nurse, particularly in regard to first aid administration (Barriball, 1993; Greenhill, 1977; and Maughan & Adams, 2011). Teachers, more so than nurses, viewed school nursing services as consistent with cultural expectations of nurses in general: That nurses primarily perform discrete clinical–as opposed to public health and educational–tasks to care for sick and injured students.…”

Section: Perception Reality and Unintended Outcomesmentioning

confidence: 99%

The Future of School Nursing

Fleming

2012

Policy, Politics, & Nursing Practice

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This article provides analysis and commentary on the cultural roots that promote the provision of minor first aid in schools by school nurses. Using the Institute of Medicine's Future of Nursing report as a lens, this article illustrates how the focus on provision of first aid by school nurses dilutes larger public health contributions that school nurses could make if they were able to work to the full extent of their education, training and licensure. The article concludes with recommendations designed to support fuller use of nurses' scope of practice in schools.

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“…In 1995, the WHO launched the Global School Health Initiative to strengthen school health programmes at local, regional, national and global levels (Wicklander 2005 Although expectations of school nursing have increased, the extent of the workforce and scope of practice remain unclear (Lightfoot & Bines 2000, Ball & Pike 2005. The 'invisibility' of research into school nursing (While & Barribel 1993) and its absence (Lightfoot & Bines 2000) have also been noted. In 2000, Clark et al reported that in Wales the school nursing service was under-developed and under-resourced, the number of school nurses having fallen during the 1990s.…”

Section: Introductionmentioning

confidence: 99%

A survey of school nursing provision in the UK

Merrell¹,

Carnwell²,

Williams³

et al. 2007

Journal of Advanced Nursing

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Investment in recruitment and education is required if school nurses are to meet increasing demands and fulfil their public health role. The low percentage of school nurses aged under 30 years may reflect lack of a career pathway and understanding of school nursing. The findings enable national and international comparisons in terms of numbers, size of caseload, age, qualifications, terms of employment and activities and functions.

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School nursing: history, present practice and possibilities reviewed

Cited by 13 publications

References 33 publications

Supporting the mental health needs of young people: the spatial practices of school nurses

Supporting the mental health needs of young people: the spatial practices of school nurses

The Future of School Nursing

A survey of school nursing provision in the UK

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