School Nurse Perceptions of Nurse-Family Relationships in the Care of Elementary Students with Chronic Conditions

Autor/inn/en	Brown, Camille; Looman, Wendy S.; Garwick, Ann E.
Titel	School Nurse Perceptions of Nurse-Family Relationships in the Care of Elementary Students with Chronic Conditions
Quelle	In: Journal of School Nursing, 35 (2019) 2, S.96-106 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840517741944
Schlagwörter	Chronic Illness; School Nurses; Elementary School Students; Case Studies; Measures (Individuals); Nursing; Scores; Educational Attainment; Family Involvement; Comparative Analysis; Institutional Characteristics; Community Characteristics; Intervention; Attention Deficit Hyperactivity Disorder; Self Efficacy; Minnesota + Suchen Sie Ihr Suchwort? Chronic disease; Chronische Krankheit; Case study; Fallstudie; Case Study; Messdaten; Krankenpflege; Bildungsabschluss; Bildungsgut; Self-efficacy; Selbstwirksamkeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01