Contradictory discourses of health promotion and disease prevention in the educational curriculum of Norwegian public health nursing: A critical discourse analysis

Dahl, Berit Misund; Andrews, Therese; Clancy, Anne

doi:10.1177/1403494813502585

Cited by 27 publications

(19 citation statements)

References 13 publications

(12 reference statements)

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“…They are located in the municipalities at public health centres, health centres for adolescents and in school health services. The school nursing education programme is facing challenges in the growing complexity of public health (Dahl, Andrews, & Clancy, ), and it is evident that mental health problems among young people are one such challenge (Pryjmachuk, Graham, Haddad, & Tylee, ).…”

Section: Introductionmentioning

confidence: 99%

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Mental health work in school health services and school nurses’ involvement and attitudes, in a Norwegian context

Skundberg-Kletthagen

Moen

2017

Journal of Clinical Nursing

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Section: Introductionmentioning

confidence: 99%

“…The school nursing education programme is facing challenges in the growing complexity of public health (Dahl, Andrews, & Clancy, 2014), and it is evident that mental health problems among young people are one such challenge (Pryjmachuk, Graham, Haddad, & Tylee, 2012).…”

mentioning

confidence: 99%

Mental health work in school health services and school nurses’ involvement and attitudes, in a Norwegian context

Skundberg-Kletthagen

Moen

2017

Journal of Clinical Nursing

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“…Data from a study where we used CDA on the curriculum of Norwegian public health nursing partly forms the basis for this chapter. The purpose was to reveal the governmental understanding and expectations of how the public health nursing profession should perform their work and to reveal possibly underlying meanings about health promotion and disease prevention discourses in the text [1].…”

Section: Introductionmentioning

confidence: 99%

Critical Discourse Analysis Perspective on Norwegian Public Health Nursing Curriculum in a Time of Transition

Dahl¹

2017

Sociolinguistics - Interdisciplinary Perspectives

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Discourse analysis is an area of social linguistics, which can advance social theory in the direction of language. Public health nurses are to perform health promotion and disease prevention work on an individual and population level. By identifying how features of different discourses are constructed and maintained, combining linguistics tools and social science perspectives, the purpose was to provide an understanding of the health promotion and disease prevention discourse in the public health nursing curriculum to reveal governmental strategies for public health nursing education in a time of transition. Fairclough's three-dimensional model of critical discourse analysis that consists of the analytical dimensions social events, social practices, and social structures was carried out. There is a linguistic-discursive dialectic between the dimensions. The analysis revealed four discourses in the curriculum text: a contradictory health promotion and disease prevention discourse; a paternalistic meta-discourse; a hegemonic individual discourse; and a hegemonic discourse for interdisciplinary collaboration. The results indicate a hegemonic disease prevention discourse, while the health promotion discourse being more disguised. The analysis revealed how language functions ideologically, and in line with the sociolinguistics, how the role of the language in the curriculum text can have consequences for the social work of public health nurses.

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“…Public health nursing research has illustrated the challenges involved in combining biomedical knowledge and a paternalistic ideology with social scientific knowledge and empowerment ideologies.…”

Section: Introductionmentioning

confidence: 99%

Meanings of knowledge and identity in public health nursing in a time of transition: interpretations of public health nurses’ narratives

Dahl

Clancy²

2015

Scandinavian Caring Sciences

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Background A changing healthcare system affects the professional identity of nursing groups. Public health nursing has experienced challenges in balancing the paternalistic expert ideology and the empowerment participation ideology. A strong professional identity can legitimate nursing, and possibly influence the quality of nursing work. Narrations from practice can illuminate the nurses’ theoretical and practical knowledge and help illustrate their collective professional identity. Aim To illuminate the meaning of public health nursing knowledge and professional identity in a continuously changing public health nursing practice. Method A qualitative interview study with a purposeful sample of 23 Norwegian public health nurses was carried out. Data were analysed using phenomenological hermeneutics, a descriptive method inspired by Ricoeur's philosophy of interpretation. Findings Three themes emerged (i) Being a generalist: emphasising the need for generalised knowledge and using clinical judgement, (ii) Being one who empowers: focusing on resources and coping strategies, (iii) Being occupied with individual problem solving: focusing on individuals with special needs, using standardised techniques and protocols, and lacking specialised knowledge. Conclusion Interpretation of the nurses' stories illuminated their need for generalised evidence‐based knowledge, but also the importance of using sound clinical judgement in a diverse complex practice, where service users need encouragement, support and expert advice. Time pressures can limit the nurses' involvement. Many had an individual problem‐focus more than a primary prevention focus, in contrast to governmental regulations stating that Norwegian public health nurses should focus on health promotion and primary prevention. Public health nurses have a broad generalised knowledge of their special target group giving them a ‘specialist generalist’ role. Clarification of this role, in relation to jurisdictional borders, can create a strong identity at a time when healthcare policy promotes economic values, professional neutrality and increased collaboration.

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Contradictory discourses of health promotion and disease prevention in the educational curriculum of Norwegian public health nursing: A critical discourse analysis

Cited by 27 publications

References 13 publications

Mental health work in school health services and school nurses’ involvement and attitudes, in a Norwegian context

Mental health work in school health services and school nurses’ involvement and attitudes, in a Norwegian context

Critical Discourse Analysis Perspective on Norwegian Public Health Nursing Curriculum in a Time of Transition

Meanings of knowledge and identity in public health nursing in a time of transition: interpretations of public health nurses’ narratives

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