School Nurses’ Perceptions of Empowerment and Autonomy

This qualitative study used a Husserlian phenomenological approach to obtain an understanding of the essences of five experienced Taiwanese school nurses' lived experience of caring for students with type 1 diabetes mellitus (T1DM). Audio-recorded, semi-structured, in-depth interviews were conducted. Data analysis entailed a modified method from Colaizzi. Four intertwined themes were discovered: (a) I try to put myself in the parents' and students' shoes, (b) I am not a diabetes expert, (c) managing T1DM requires teamwork, and (d) caring for students with T1DM is a struggle with practical limitations. The findings show that these school nurses encountered many challenges as they implemented their roles and responsibilities in caring for students with T1DM. The findings suggest that increasing school nurses' competence in caring for students with T1DM and developing effective strategies to overcome the challenges faced may be useful. Multidisciplinary teamwork could benefit the diabetes management activities in school settings.

“…The low sense of accomplishment and powerlessness expressed by the study participants is supported by other studies (DeSisto & DeSisto, 2004; Simmons, 2002). According to the U.S.…”

Section: Discussionsupporting

confidence: 85%

Caring for Students With Type 1 Diabetes

Wang

Volker

2012

“…DeSisto and DeSisto (2004) conducted a study to determine the relationship between empowerment and autonomy in 82 school nurses. Formal power structures, which consist of access to opportunity, information, support, and resources, as well as informal power structures, including size and variety of alliances with superiors, peers, and subordinates, were studied in relation to school nurses’ autonomy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature, as well as field work by this researcher, suggests that school nurses are experiencing increasing levels of frustration in relation to practice issues over which they have little influence or control. Studies of acute care nurses demonstrated that empowerment leads to increased productivity and work effectiveness (Kuokkanen & Leino-Kilpi, 2001), yet school nurses have consistently recognized and acknowledged a sense of powerlessness as well as a lack of participation in decision making regarding pertinent practice matters (DeSisto & DeSisto, 2004; Felton & Keil, 1998; Simmons, 2002). According to Moss (1995), feelings of powerlessness are related to job dissatisfaction and low levels of professional commitment, both of which can inhibit the delivery of quality nursing care.…”

Section: Introductionmentioning

confidence: 99%

“…However, little is known about the empowerment process in school nursing practice. The literature describes autonomy (Simmons, 2002) and the relationship between autonomy and empowerment from a quantitative perspective (DeSisto & DeSisto, 2004). There is a need to study empowerment from a qualitative viewpoint to discover how this process operates in school nursing practice.…”

Section: Introductionmentioning

confidence: 99%

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Empowerment in School Nursing Practice: A Grounded Theory Approach

Broussard

2007

Professional empowerment is vital to nurses' productivity and job satisfaction. A grounded theory study was conducted to describe the basic social process experienced by school nurses in relation to professional empowerment. Interviews with 10 school nurses led to the development of a situation-specific theory of school nurse empowerment, Making a Difference: The Role of the School Nurse in the Health of Children in Schools. This theory was derived from four theoretical constructs: (a) enlisting support, (b) getting through the day, (c) maintaining control over practice, and (d) adjusting to challenges. Interviews revealed that knowing at the end of each school day that they made a difference in the health of children resulted in feelings of empowerment. Participants cited various areas in which their sense of empowerment was limited, including salaries and workload. Despite these issues, they believed they had a positive impact on the health of children, leading to job satisfaction and feelings of value.

“…Two characteristics, autonomy and empowerment, are known to be facilitators of the use of EBP in other nurse populations. Available studies on school nurse characteristics related to job satisfaction have indicated that school nurses report a high degree of both autonomy and empowerment (Desisto & Desisto, 2004; Foley and colleagues, 2004; Simmons, 2002). In addition, many school nurses are in a unique position of deciding on best practice methods without the structure of a supervisory hierarchy.…”

Section: Evidence-based Practicementioning

confidence: 99%

Evidence-Based Practice and School Nursing

Adams

McCarthy

2005

School nurses need to demonstrate that their practice is based on the best evidence available, which is usually data obtained from research. Evidence-based practice involves combining the best evidence available with nursing expertise and patient and family preferences to determine optimum care. Evidence-based practice guidelines are developed by carefully reviewing the available evidence on a topic and synthesizing this information into recommendations for practice. This article defines evidence-based practice and best evidence, describes the development of evidence-based practice guidelines, discusses factors that affect the use of research and evidence-based practice guidelines in school nursing, and reviews current sources of evidence-based practice guidelines for school nurses. Strategies that school nurses can use to incorporate evidence into their practice are discussed. One recommendation is that school nurses partner with nurse leaders and nurse researchers to develop evidence-based practice guidelines relevant to school nurse practice.