Hayter Mark, Piercy Hilary, Massey Marie-Therese, Gregory Trudy
Centre for Health and Social Care Education and Service Development, School of Nursing and Midwifery, University of Sheffield, Sheffield, UK.
J Adv Nurs. 2008 Feb;61(3):273-81. doi: 10.1111/j.1365-2648.2007.04495.x. Epub 2007 Nov 22.
This paper is a report of a study to explore how school nurses perceive the influence of schools on their role in delivering sex and relationship education in primary schools.
School nurses play a key role in sex education in English schools. However, sex education is a contentious issue meaning the sex education of children is often an area of tension within the curriculum. However, the impact of these tensions upon school nursing practice is poorly described.
Three focus groups with a convenience sample of 16 nurses experienced in conducting sex and relationship education were conducted during 2006. Focus groups were audio-taped, transcribed verbatim and subjected to a thematic analysis.
Four themes were identified in the data: 'covert surveillance' refers to school staff conducting clandestine surveillance of the classroom actions of the nurse; 'overt surveillance' reflects how nurses felt they were being openly monitored by teachers in the classroom; 'Teacher attitude' refers to the interventions of the supervising teacher in the classroom during the sex education session and 'resistance practices' detailed how nurses attempted to manage the disciplinary practices of the school.
School nurses need to be pragmatic about the fact that there will be some attempts by the school to regulate sex education. Developing an early dialogue with the school can mediate this. Closer working practices and the involvement of school nurses in the development of sex education policy and practice is vital to ensure that they continue to make a valuable contribution to sex education in schools.
本文是一项研究报告，旨在探讨学校护士如何看待学校对其在小学开展性与关系教育中所扮演角色的影响。
学校护士在英国学校的性教育中发挥着关键作用。然而，性教育是一个有争议的问题，这意味着儿童性教育往往是课程中的一个紧张领域。然而，这些紧张关系对学校护理实践的影响却鲜有描述。
2006年，对16名有性与关系教育经验的护士进行了便利抽样，组成三个焦点小组。焦点小组进行了录音，逐字转录，并进行了主题分析。
数据中确定了四个主题：“秘密监督”指学校工作人员对护士在课堂上的行为进行秘密监督；“公开监督”反映了护士感觉自己在课堂上受到教师的公开监视；“教师态度”指监督教师在性教育课程期间在课堂上的干预，“抵抗行为”详细描述了护士如何试图应对学校的纪律措施。
学校护士需要务实面对学校会对性教育进行一些规范的事实。与学校开展早期对话可以对此进行调解。更紧密的工作方式以及学校护士参与性教育政策和实践的制定对于确保他们继续为学校性教育做出宝贵贡献至关重要。
