Sustaining secondary school nursing practice in Australia: A qualitative study

Abstract

This interpretive descriptive, qualitative study explored secondary school nurses' perceptions of factors that impact on their role and their views on how their role can be best supported. Nine secondary school nurses from four Department of Human Services regions in Victoria, Australia, participated in semistructured, in-depth interviews. Purposive sampling was used, with participants required to have a minimum of 2 years' experience as secondary school nurses. Data were thematically analyzed, revealing a complex and challenging role. The findings identified key factors necessary to support quality practice. All stakeholders need a shared understanding of the purpose and principles underpinning the secondary school nurse role and the nurse's professional obligations. Knowledge and experience are required that recognize the breadth and depth necessary for secondary school nurses to work effectively within their scope of practice. The adoption of a model of critical companionship is recommended to provide facilitated reflection on practice as a support mechanism for the role.

Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia

“…As with earlier studies, specific concerns were raised regarding the time available for school nurses to provide appropriate care (Pryjmachuk et al., 2012; Seigart et al., 2013). Previous studies conducted in Australia have found that nurses describe their workloads as hectic, busy, demanding and stressful (Guzys et al., 2013; Pryjmachuk et al., 2012; Seigart et al., 2013). Similarly, studies conducted in Canada, the US and the UK have concluded that workloads of school nurses are becoming unmanageable at a time when demand for mental health care among adolescents is increasing (Baisch et al., 2011; Seigart et al., 2013).…”

“…The risk of fatigue and burnout among school nurses is high due to the challenging and demanding role along with the often autonomous and professionally isolating work environment (Downie et al., 2002; Guzys et al., 2013; Sendall et al., 2011). Generally, there is a lack of support available for school and community nurses (Borrow et al., 2011; Pryjmachuk et al., 2012; Sendall et al., 2011).…”

“…Generally, there is a lack of support available for school and community nurses (Borrow et al., 2011; Pryjmachuk et al., 2012; Sendall et al., 2011). Nurses themselves have identified that informal peer support is important and useful for reflective practice, and formal strategies need to be established to enable appropriate debriefing when necessary (Barnes et al., 2004; Guzys et al., 2013; Pryjmachuk et al., 2012). Formal clinical supervision in a supportive environment has been found to enhance reflective practice and to promote clinical and professional assurance (Guzys et al., 2013; Petanjek et al., 2011).…”

‘What is this about? Let’s play this out’: the experience of integrating primary health care registered nurses with school learning and support teams

“…Clearly identified roles and responsibilities are a key principle of successful school health and wellbeing approaches (NSW Department of Education 2021). A lack of role clarity has been identified as a barrier in the implementation and sustainability of other school nursing programs (Barnes et al 2004;Brooks et al 2007;Guzys et al 2013). This is likely to be particularly challenging in less traditional models of school nursing.…”

Adolescent-Centered Pain Management in School When Adolescents Have Chronic Pain-A Qualitative Study

“…Nurses must also possess sufficient knowledge and skills in order to provide person-centered care and strategies related to adolescent stress (Guzys, Kenny, & Bish, 2013).…”