EXPLORING THE POTENTIAL FOR SCHOOL NURSE PRACTICE: AN ETHNOGRAPHIC STUDY OF THE ROLES OF A SCHOOL NURSE IN AN ELEMENTARY SCHOOL SETTING.
Contributors: University of California, Santa Barbara.
Published: 1995
Number of pages: 346
Subjects: Health Sciences, Nursing.; Education, Elementary.; Education, Health.
Description: Many children (not just the poor) have no means for preventative or reparative health care. Children come to school with health conditions detrimental to cognitive and social learning. Professionals and papers identify schools as the logical place for health promotion, prevention education, and primary care. Nurses are the logical providers of health care and education services. The literature documents that school nurse roles are unclear and often changed to meet others' goals. Shifts in education and health care funds cause nurses' roles and responsibilities to be discarded or assumed by others. To retain valuable roles, advocates have worked to require professional education and experiences meeting criteria for certification, and states' educational codes. The goal of expanded criteria is to provide highly qualified, professional services to children in schools. The research purpose was to make visible the potential for school nurses' roles and practices. The study reports findings from a school nurse as she took up roles with the school's community.

Conceptual frameworks embedded in ethnography and cognitive anthropology are the basis for exploring the nurse's "lived experiences." The ethnography presents a "telling case." A conceptual literature review revisited school nursing literature. What counted as health education was explored using interactional sociolinguistic analysis of talk in classroom health teaching. The design of the study is framed in the tradition of ethnography. One school nurse, in one school was studied over 2 1/2 years. Data collected as ethnographic records were formed from fieldnotes; transcribed interactions and interviews, health lessons and materials; written communications; and the nurse's office log. The school nurse was the primary informant. Analysis of data followed a recurring cycle of inquiry using the Developmental Research Sequence to search for cultural themes by taxonomic, content, and domain analysis; and event mapping. Analysis of findings identified three themes for practice: health care provider, educator, and services administrator. Twelve roles were taken up by the nurse. The nurse's professional preparation and the importance of health expressed by this school's community were identified supports. Constraints were a discontinuity of services from the transition from full-time school nurse availability, to utilization of a paraprofessional health team, with the nurse at 49% time.
Notes: Source: Dissertation Abstracts International, Volume: 57-01, Section: B, page: 0241.

Thesis (PH.D.)--UNIVERSITY OF CALIFORNIA, SANTA BARBARA, 1995.

School code: 0035.