Moore Gordon, McConkey Roy, Duffy Margo
Down Lisburn Health and Social Services Trust, Disability Resource Centre, Downpatrick, UK.
Int J Nurs Stud. 2003 Sep;40(7):771-9. doi: 10.1016/s0020-7489(03)00111-1.
The work of two paediatric nurses working full-time in special schools was monitored over a full school year. Most of their time was spent on routine tasks with small numbers of pupils who required enteral feeding and suctioning. They were also responsible for administering medications to around 1 in 6 of the pupils. Both nurses had an involvement in staff training and health promotion classes; more so in one school than the other. In two similar schools which did not have a nurse, the routine tasks were done mainly by teachers or assistants with support from visiting community nurses. Health promotion formed part of the school curriculum. The presence of the nurses in schools was valued by school staff, parents and other health and social care professionals. The implications of these findings are discussed in the context of the British Government's aspirations for school nurses to play a key role in reducing health inequalities.
对两名在特殊学校全职工作的儿科护士一整个学年的工作进行了监测。他们大部分时间都花在对少数需要肠内喂养和吸痰的学生进行日常护理上。他们还负责为大约六分之一的学生给药。两名护士都参与了员工培训和健康促进课程；在一所学校的参与程度高于另一所学校。在另外两所没有护士的类似学校，日常护理工作主要由教师或助理在来访社区护士的支持下完成。健康促进是学校课程的一部分。学校工作人员、家长以及其他健康和社会护理专业人员都重视学校配备护士这一情况。将在英国政府期望学校护士在减少健康不平等方面发挥关键作用的背景下讨论这些发现的意义。
