The Clinical Nurse Specialist's Role in School Health

Ross, Sally

doi:10.1097/00002800-199901000-00010

Cited by 14 publications

(8 citation statements)

References 16 publications

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“…The use of a vignette to study healthcare professionals' behaviour is recommended by Godin and colleagues [20] to better define the context of behavioural performance. For this task, we referred to the theoretical foundations of Hamric, Spross, and Hanson [35] as well as Sparacino [36] concerning the role of the specialist clinician, the role of the clinical nurse specialist in school health [37], the Schoenfeld [38] school nursing practicum, the Québec HPS approach, and the Beaudet et al [13] strategic actor role. Moreover, this step was essential, considering the role discrepancy among ESN positions.…”

Section: Methodsmentioning

confidence: 99%

Determinants of the intention of elementary school nurses to adopt a redefined role in health promotion at school

2010

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BackgroundThe quest for greater efficiency in the provision of primary healthcare services and the implementation of a "health-promoting school" approach encourage the optimal redefinition of the role of school nurses. School nurses are viewed as professionals who might be significant actors in the promotion of youth health. The aim of this study was to identify the determinants of the intention of elementary school nurses to adopt a new health-promotion role as a strategic option for the health-promoting school.MethodsThis study was based on an extended version of the theory of planned behaviour (TPB). A total of 251 respondents (response rate of 70%) from 42 school health programs across the Province of Québec completed a mail survey regarding their intention to adopt the proposed health-promotion role. Multiple hierarchical linear regression analyses were performed to assess the relationship between key independent variables and intention. A discriminant analysis of the beliefs was performed to identify the main targets of action.ResultsA total of 73% of respondents expressed a positive intention to accept to play the proposed role. The main predictors were perceived behavioural control (β = 0.36), moral norm (β = 0.27), attitude (β = 0.24), and subjective norm (β = 0.21) (ps < .0001), explaining 83% of the variance. The underlying beliefs distinguishing nurses who had a high intention from those who had a low intention referred to their feelings of being valued, their capacity to overcome the nursing shortage, the approval of the school nurses' community and parents of the students, their leadership skills, and their gaining of a better understanding of school needs.ConclusionsResults suggest that leadership is a skill that should be addressed to increase the ability of school nurses to assume the proposed role. Findings also indicate that public health administrators need to ensure adequate nurse staffing in the schools in order to increase the proportion of nurses willing to play such a role and avoid burnout among these human resources.

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Section: Methodsmentioning

confidence: 99%

Determinants of the intention of elementary school nurses to adopt a redefined role in health promotion at school

2010

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“…Identifying family problems such as child maltreatment is important with regard to the support and care of families. Previous studies report findings concerning school healthcare from an individual viewpoint ( Adelman et al ., 1997 ; Heneghan & Malakoff, 1997; McDonald et al ., 1997 ; Hacker & Wessel, 1998; Ross, 1999); however, more research into multi‐professional collaboration and development of working methods are needed in school healthcare to improve the well‐being of school children and their families. The family point of view is central here, since caring for individual family members does not necessarily help the entire family in the most effective way ( Hemminki et al ., 1995 ).…”

Section: Introductionmentioning

confidence: 99%

School nurses’ operational modes and ways of collaborating in caring for child abusing families in Finland

Paavilainen

Åstedt‐Kurki

Paunonen

2000

Journal of Clinical Nursing

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• The purpose of the study was to explicate and conceptualize school nurses’ work and working methods while caring for child abusing families. Child abuse in the family refers to physical or psychological abuse, sexual abuse or neglect by parents or other caregivers. • Data were collected using semi‐structured interviews with broad themes from Finnish school nurses (n=20). School nurses were selected so that the sample represented a varied experience of school health services in various schools, differing in size, environment and number of pupils. Data were analysed by using qualitative content analysis. • The analysis resulted in a description of school nurses’ operational modes with child abusing families. These were the ‘active and firm’ mode and the ‘passive and uninvolved’ mode. In addition, the study describes school nurses’ collaboration with other professionals working in school, mainly teachers. • The primary goal of school nurses was to promote the child’s well‐being as effectively as possible, whereas caring for the whole family was of secondary importance. The difficulty in taking care of families with problems was shown in different operational modes, especially in ‘passive’ nurses. • The results of the study can be used to plan and develop nursing education and the work of school nurses. Nurses need more knowledge about child abuse and working with families in school healthcare. It is important that nurses are trained to work with families who abuse their children.

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“…During the 1960s and 1970s, school nurses adopted a public health focus, once again providing home visits and classroom health teaching. School nurse practitioners began practicing in the early 1970s, resulting in an increase in the provision of primary care within some school settings (Ross, 1999). During the 1980s, the Robert Wood Johnson Foundation spearheaded the first national funding effort to expand school health services with a focus on adolescents.…”

Section: School Nurse As Health Promotermentioning

confidence: 99%

“…Many commentaries in the literature suggest the need for further research on school nursing outcomes (Lightfoot & Bines, 1998;Maughan, 2003;Ross, 1999;Wainwright, Thomas, & Jones, 2000). There is a dearth of research to evaluate the impact of school nursing intervention.…”

Section: Research and School Nursingmentioning

confidence: 99%