Brown Camille, Looman Wendy S, Garwick Ann E
1 University of Minnesota School of Nursing, Minneapolis, MN, USA.
J Sch Nurs. 2019 Apr;35(2):96-106. doi: 10.1177/1059840517741944. Epub 2017 Nov 21.
The purpose of this study was to explore school nurse perceptions of the nurse-family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses' perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.
本研究的目的是探讨学校护士在照顾患有哮喘和注意力缺陷多动障碍（ADHD）的小学生时，对护患关系的看法。采用横断面调查设计，从明尼苏达州的97名学校护士那里收集数据。家庭护理实践量表用于测量护士对其家庭护理实践的看法。进行双变量分析，以比较社区、学校、护士和儿童层面各因素的得分。结果表明，学校护士对其家庭护理实践给予了积极评价，不过与哮喘相比，ADHD背景下的得分总体较低。拥有研究生学位的参与者在与家庭合作方面报告了更高的技能，而新手护士在与家庭合作时报告的信心较低，在启动家庭参与护理方面也不太自在。结果表明，在护士和学校层面进行干预，可能有助于为照顾慢性病学生的护士加强家庭护理实践提供支持。
