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4 results

  • 19 - School and youth health nursing

  • from Part III - Community and primary health care roles
  • Edited by Diana Guzys, University of Tasmania, Rhonda Brown, Deakin University, Victoria, Elizabeth Halcomb, University of Wollongong, New South Wales, Dean Whitehead, University of Tasmania
  • Book:
    An Introduction to Community and Primary Health Care
    Published online:
    15 December 2020
    Print publication:
    30 November 2020, pp 311-327

  • Summary

    A youth health nurse provides health care specifically to young people aged 12–25 years in community settings. Most often, this role requires a combination of both primary care and primary health care, although greater emphasis on one rather than the other may be apparent in some settings. Regardless of the focus of care provided, what is most important is that the service is youth-friendly, flexible and confidential where possible (Nair et al., 2015). Youth health nurses and school nurses are recognised internationally as playing an important part in contributing to the prevention of health risks among children and youth (World Health Organization, 2015). This chapter commences with consideration of the school nurse. Similarities of working in a school environment and the differences experienced between issues faced when working with primary- and secondary-aged pupils are noted. Similar client issues are addressed by secondary school nurses and youth health nurses, and the difference in setting between these two roles is explored.

  • 19 - School and youth health nursing

  • from Part 3 - Community and primary health care roles
  • Edited by Diana Guzys, University of Tasmania, Rhonda Brown, Deakin University, Victoria, Elizabeth Halcomb, University of Wollongong, New South Wales, Dean Whitehead, University of Tasmania
  • Book:
    An Introduction to Community and Primary Health Care
    Published online:
    15 December 2020
    Print publication:
    30 November 2020, pp 311-327

  • Summary

    A youth health nurse provides health care specifically to young people aged 12–25 years in community settings. Most often, this role requires a combination of both primary care and primary health care, although greater emphasis on one rather than the other may be apparent in some settings. Regardless of the focus of care provided, what is most important is that the service is youth-friendly, flexible and confidential where possible (Nair et al., 2015). Youth health nurses and school nurses are recognised internationally as playing an important part in contributing to the prevention of health risks among children and youth (World Health Organization, 2015). This chapter commences with consideration of the school nurse. Similarities of working in a school environment and the differences experienced between issues faced when working with primary- and secondary-aged pupils are noted. Similar client issues are addressed by secondary school nurses and youth health nurses, and the difference in setting between these two roles is explored.

  • School nurse management of children’s questions when they are involved in primary school sex education: an exploratory study

  • Hilary Piercy, Mark Hayter
  • Journal:
    Primary Health Care Research & Development / Volume 9 / Issue 1 / January 2008
    Published online by Cambridge University Press:
    01 January 2008, pp. 75-84
    • Article
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  • Aim

    The aim of this paper is to explore school nurses’ experiences of teaching Sex and Relationships Education (SRE) as part of the primary school curriculum. In particular, it focuses on the questions that the children ask during the lessons and the strategies the nurses employ in managing those questions.

    Background

    School-based SRE is an important aspect of children’s education. However, it is a highly politicised and controversial area, which is a matter of concern to a number of stakeholders. In the primary school setting, school nurses are commonly involved in delivery of the programme. Their input is particularly valued, because they are ‘specialist outsiders’ who create an environment that is conducive to discussion of sensitive topics. To date, there is little understanding of the skills that they employ in managing the educational needs of primary school children within the confines of a pre-agreed school curriculum.

    Methods

    Semistructured focus group interviews were conducted with small groups of school nurses from a single geographical location in the Midlands region of England. Data were analysed using a thematic analysis approach.

    Findings

    Data identified the ways in which the nurses viewed and responded to the children’s agenda, which was realised in the form of questions. In particular, it focuses on what they deemed to be inappropriate questions and the basis on which this label was applied. Five strategies for managing these inappropriate questions were identifiable from the data. Their deployment is explored in relation to the tensions implicit in the realisation of sexualised realities in a classroom setting.

  • The school nurse as navigator of the school health journey: developing the theory and evidence for policy

  • Fiona Brooks, Sally Kendall, Frances Bunn, Ruth Bindler, Margaret Bruya
  • Journal:
    Primary Health Care Research & Development / Volume 8 / Issue 3 / July 2007
    Published online by Cambridge University Press:
    04 July 2007, pp. 226-234
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  • The aim of this article is to explore how the development of the theoretical and strategic basis of school nursing offers a vehicle for the delivery of an effective public health strategy for children and adolescents. Through a critical examination of the status and scope of school nursing within the UK and US health care systems it is clear that a deficiency exists regarding the theoretical and strategic basis for the functioning of school nursing. Consideration is given to the concept of the school nurse as ‘navigator’ for the child along the trajectory of the school health journey. This novel approach to school nursing needs to be developed theoretically and evaluated for effectiveness. A rapid review of the evidence to support school nursing interventions has revealed that the evidence base for school nursing interventions/actions remains very weak, thereby challenging the ability of school nurses to deliver desired outcomes for the present ambitious public health agenda. We argue that a planned approach to developing the evidence for school nursing, based on the UK Medical Research Council (MRC, 2000) framework for the evaluation of complex interventions, could help to ensure a robust role for the school nurse. This acknowledgement and development of a novel approach to school nursing could contribute to policy implementation around public health goals for the school-aged population.