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Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University

ABSTRACT Title: The environment as a tool in nursing - School nurses experiences from using the physical environment in their office supporting schoolchildren Author: Egnell, Maria Department: School of Health and Education, University of Skövde Course: Master Degree project in Nursing, OM854A, 15 ECTs Supervisor: Thorstensson, Stina Examiner: Larsson, Margareta Pages: 28 Keywords: School nurses, environment, health environment, nursing, children       Background: According to research, the physical environment effects children’s well-being. School nurses offer a range of nursing activities promoting health to schoolchildren and to support school performances. The nursing activities occur at school in a psychosocial as well as a physical environment. The school nurses office as a health environment, affects meetings and schoolchildren that occur within it. School nurses take support in the physical environment in their work with schoolchildren. The field has not yet been researched as an important part of nursing at school.   Aim: The aim of this study was to elucidate the school nurses perceptions of using the ward atmosphere at their office, as a tool in nursing.   Method: A qualitative research method was selected for the study. The result emerged through qualitative content analysis. Five school nurses from various schools in Gothenburg were interviewed, using semi structured interviews.   Results: Three major categories and six subcategories emerged during the analysis. Major categories were: offering a health environment for well-being, to be present in the environment for the children and to use the environment for health education.   Conclusion: The school nurses strived to make the office a place for well-being. They also used it for health information, as a sanctuary and as a connection point that considers children’s need for integrity. How the school nurses used the environment depended on who they were as individuals, as the field until now, not has gone through research. Obstacles depended on all those around, with too little knowledge in what school nurses work consist of and also from a complexity in being available to the children.

Research exploring the relationship between social supports and resilience among hospital-based nurses and teachers has offered little to illuminate how school nurses identify and access social support and the impact it may have on their ability to manage ongoing daily stressors or develop resilience. The social networks and social support model suggest that access to social support may underscore the development of effective coping. This study explored the relationship between social supports as measured by a self-report questionnaire, and resilience as measured by the Conner-Davidson Resilience Scale (CD-RISC). It was hypothesized that a positive correlation would exist between use of personal, professional, and community social support and school nurse resilience scores. Additional hypotheses were that resilience would be positively correlated with longevity, perception of funding, and professional school nurse association activity. A convenience sample of 145 certified school nurses employed in one northeastern state's public schools completed an online survey that included a behavioral questionnaire and the CD-RISC. t tests and correlations were employed to examine the relationship between the variables. Both collaboration with multidisciplinary team members within the school setting and identification of personal and professional social support were significantly correlated with school nurse resilience. Results may influence positive social change for the individual school nurse via an improved ability to cope with workplace stressors. The bidirectional nature of resilience suggests interaction with a resilient nurse may influence the broader school community with an impact on cost, attendance, and learning.

Thesis (M.S.)--Boston University

Thesis (M.S.)--Boston University / 2999-01-01

Background: Despite the increased awareness and education to the public, concussions in children continue to ensue without proper concussion education and management in school systems. Whether the child suffers a concussion in school or at home, it is essential for school nurses to have proper concussion education and evidence based management strategies to further monitor post-concussive symptoms in the school setting. Concussion symptoms can affect the student up to 7-10 days following the injury. Concussions can range from mild to severe, with symptoms lasting hours, days, months or longer. Children who experience a concussion can experience academic challenges that will affect them in the classroom. Without proper concussion education for school nurses, concussed youth may experience post-concussive symptoms. School nurses have a significant role, collaborating with the parents, providers, and the student in providing accommodations and support while transitioning back into the classroom. Purpose: To assess the knowledge of Utah school nurses regarding concussion education and management of the concussed student. In addition evaluating the educational intervention, which changed the knowledge base of the participants. Methods: A one group pre-test and post-test design was used. Study materials were emailed via the Utah School Nurse Association listserv to all Utah school nurses. A concussion educational power point was provided to these nurses before having them complete the post-test. Results: The results of the paired sample t-test revealed that there was a significant difference (p= .000) in comparison of the pre-test and post-test results after viewing the concussion educational power point. Conclusion: The results of this study showed that there was a significant difference between pre-test and post-test results after viewing the concussion educational power point. Therefore it can be concluded that providing education and awareness regarding concussion and its management will increase the knowledge and ultimately may change practice which in turn may improve patient outcomes.

An estimated 215,000 children and adolescents younger than 20 years old were diagnosed with Type 1 or Type 2 diabetes in 2011. Management of children with Type 2 diabetes requires 24-hour care provided by health care providers, parents, and school nurses. Guided by the health belief model (HBM), the purpose of this qualitative case study was to explore and describe beliefs, attitudes, and practices of school nurses who manage children with Type 2 diabetes. A pilot study with 2 nurses was conducted to finalize interview guide. Volunteer school nurses were recruited through an e-mail announcement from their school district. Face-to-face, in-depth interviews with 10 female school nurses were conducted. School nurse work experience ranged from 4 to 20 years, selected from 4 school districts, including 8 European, 1 Asian, and 1 Hispanic American. Transcripts from digitally recorded interviews were analyzed using NVivo software version 11. Thematic analysis led to 5 themes of communication, education, management, perceived barriers (multiple schools assigned/student demand), and enablers (school aides). Individually and collectively, themes reflect a synergistic positive attitude in management of children with Type 2 diabetes. HBM constructs elucidated school nurses' behaviors and attitudes regarding severity and susceptibility to illness, benefits students received from preventive care, and barriers they encountered. The positive implications for social change include recommendations for increasing the number of school nurses per district to meet the demand in managing children with chronic diseases, and intensification of positive attitude interventions in diabetes management.