Striving to Make a Positive Difference

Larsson, Margaretha; Björk, Maria; Ekebergh, Margaretha; Sundler, Annelie Johansson

doi:10.1177/1059840513505223

Cited by 24 publications

(12 citation statements)

References 24 publications

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“…Our interviews revealed that school nurses work with students both individually and in group interventions. Their interventions seem to focus more on individual and psychological factors than on sociological factors, in accordance with previous findings regarding school nurses’ attitudes towards health promotion for adolescent girls [32]. The DISA-program, mentioned by school nurses in our study, was designed especially for adolescent girls, and has received mixed reviews.…”

Section: Resultssupporting

confidence: 86%

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Rosvall

Nilsson

2016

BMC Health Serv Res

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BackgroundThere has been an increase of reports describing mental health problems in adolescents, especially girls. School nurses play an important role in supporting young people with health problems. Few studies have considered how the nurses’ gender norms may influence their discussions.MethodsTo investigate this issue, semi-structured interviews focusing on school nurses’ work with students who have mental health problems were conducted. Transcripts of interviews with Swedish school nurses (n = 15) from the Help overcoming pain early project (HOPE) were analysed using theories on gender as a theoretical framework and then organised into themes related to the school nurses’ provision of contact and intervention. The interviewees were all women, aged between 42–63 years, who had worked as nurses for 13–45 years, and as school nurses for 2–28 years. Five worked in upper secondary schools (for students aged 16–19) and 10 in secondary schools (for students aged 12–16).ResultsThe results show that school nurses more commonly associated mental health problems with girls. When the school nurses discussed students that were difficult to reach, boys in particular were mentioned. However, very few nurses mentioned specific intervention to address students’ mental health problems, and all of the mentioned interventions were focused on girls. Some of the school nurses reported that it was more difficult to initiate a health dialogue with boys, yet none of the nurses had organized interventions for the boys.ConclusionsWe conclude that generalisations can sometimes be analytically helpful, facilitating, for instance, the identification of problems in school nurses’ work methods and interventions. However, the most important conclusion from our research, which applied a design that is not commonly used, is that more varied approaches, as well as a greater awareness of potential gender stereotype pitfalls, are necessary to meet the needs of diverse student groups.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1710-1) contains supplementary material, which is available to authorized users.

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Section: Resultssupporting

confidence: 86%

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Rosvall

Nilsson

2016

BMC Health Serv Res

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“…A caring relationship was seen as an essential basis for this health dialogue so that the students would feel confident and respected and thus dare to narrate about their thoughts and worries. [20,21] This is in line with the ethos of caritative caring, in which the nature of the caring relationship is determined by the nurses' ethical foundation and their motives for caring, responsibility, and will to invite a person into a caring relationship. The basic motive of caring is to alleviate suffering and to promote life, health and respect for human dignity.…”

Section: Discussionmentioning

confidence: 77%

“…Creating an atmosphere of trust and confidence was seen as a key to promoting health. [19,20] A caring school nurse was perceived as supportive of adolescents. [21] From the adolescents' point of view, confidentiality and trust were important factors when seeking help.…”

Section: Introductionmentioning

confidence: 99%

Swedish school nurses’ perspectives on caring for and promoting the health of adolescents with mental health problems – A qualitative study the Health of Adolescents with Mental Health Problems – A Qualitative Study

Hilli

Wasshede

2017

CNS

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Background: Over the last few decades, there has been an increase in mental health problems among adolescents, manifested as physical symptoms, such as stomach pain, headaches, feelings of anxiety, worry, stress and sleeping problems. Surveys among school nurses' have revealed that mental health work now forms a key part of their role. Although an increasing number of adolescents are suffering from mental health problems in upper-secondary schools (16-19 years), there are few studies focusing on this matter. Therefore we wanted to explore the matter from the school nurses' point of view. The aim of this study was to explore Swedish school nurses' experiences of caring for and promoting the health of students suffering from mental health problems. Methods: The present study had a descriptive design and a qualitative approach. A purposeful sample of eight (n = 8) school nurses was interviewed. Their working experience varied between 4 and 29 years. The data were analysed using content analysis. The ethical principles stipulated by the Swedish Research Council were carefully followed throughout the study. Results: Three main themes with sub-themes were found: A caring relationship as the foundation for health promotion, organizing health-promoting work and interprofessional cooperation as a prerequisite for good caring. Conclusions: The findings strengthen the evidence of the importance of the health dialogue as a tool for the school nurses to identify students with mental health problems. Creating a caring relationship with the students is a prerequisite for caring and health promotion. Further education concerning mental health and evidence-based-practice should be arranged on regular basis. More research and cooperation between different stakeholders is needed.

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“…To support these children, both in their well-being and for healthier lifestyle changes, the nurses need to be available. Previous research has shown that the availability of school nurses is essential in health promotion and the support of well-being for schoolchildren (Larsson, Bj€ ork, Ekebergh, & Sundler, 2013;Thorstensson, Fr€ oden, Vikstr€ om, & Andersson, 2015). However, to strengthen the school nurses' knowledge in this area, it may be useful to work in teams with the parents (Lofton, Julion, McNaughton, Bergren, & Keim, 2016) and the dieticians (Melin & Lenner, 2009).…”

Section: Discussionmentioning

confidence: 99%

To break the weight gain—A qualitative study on the experience of school nurses working with overweight children in elementary school

Thorstensson

Blomgren²,

Sundler

et al. 2017

Journal of Clinical Nursing

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Striving to Make a Positive Difference

Cited by 24 publications

References 24 publications

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Gender-based generalisations in school nurses’ appraisals of and interventions addressing students’ mental health

Swedish school nurses’ perspectives on caring for and promoting the health of adolescents with mental health problems – A qualitative study the Health of Adolescents with Mental Health Problems – A Qualitative Study

To break the weight gain—A qualitative study on the experience of school nurses working with overweight children in elementary school

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