Jakobsson Malin, Moberg Marianna
Department of Nursing, School of Health and Welfare, Jönköping University, Jönköping, Sweden.
CHILD-research group, Jönköping University, Jönköping, Sweden.
Int J Nurs Stud Adv. 2025 Aug 5;9:100396. doi: 10.1016/j.ijnsa.2025.100396. eCollection 2025 Dec.
Schools are described as important arenas for health promotion interventions. Despite the critical role of school nurses in health promotion, limited research specifically examines school nurses' perceptions of providing health promotion.
We aimed to describe both ratings and descriptions of school nurses' capability, opportunity, and motivation to provide health promotion beyond the individual health dialogues in Swedish schools.
This convergent mixed-methods study used national cross-sectional data collected in May 2023 from a web-based survey and qualitative narrative data from an open-ended question in the same survey. In total, 596 school nurses in Sweden answered the web survey, and 354 described their experiences in the open-ended question. Data were analysed and interpreted through three commonly used theoretical domains in behaviour change research: capability, opportunity, and motivation.
School nurses' perceived motivation and capability to provide health promotion were generally rated as high, whilst the perceived opportunities to provide health promotion was rated as lower. Individual factors and the local work environment seemed to influence school nurses' perceived capability, opportunity, and motivation to provide health promotion. In a positive work environment, school nurses were confident in colleagues' expectations and how to assess health promotion needs. In addition, there was a joint agenda, structure, and interprofessional collaboration in such a school, where health promotion felt important, enjoyable, and rewarding. In a negative work environment, school nurses were not expected to provide health promotion, and their time was prioritised to include other tasks primarily. Moreover, there was a lack of perceived adequate knowledge, skills, and tools to provide health promotion.
A positive work environment for school nurses, including a joint health promotion agenda, interprofessional collaboration, and clear expectations and structure, seem to be essential for providing health promotion activities to school-aged children.
学校被视为健康促进干预的重要场所。尽管学校护士在健康促进中发挥着关键作用，但专门研究学校护士对提供健康促进的看法的研究有限。
我们旨在描述瑞典学校护士在个体健康对话之外提供健康促进的能力、机会和动机的评级及描述。
这项收敛性混合方法研究使用了2023年5月通过网络调查收集的全国横断面数据，以及同一调查中一个开放式问题的定性叙述性数据。瑞典共有596名学校护士回答了网络调查，354人在开放式问题中描述了他们的经历。通过行为改变研究中常用的三个理论领域对数据进行分析和解释：能力、机会和动机。
学校护士提供健康促进的感知动机和能力总体评级较高，而提供健康促进的感知机会评级较低。个体因素和当地工作环境似乎会影响学校护士提供健康促进的感知能力、机会和动机。在积极的工作环境中，学校护士对同事的期望以及如何评估健康促进需求充满信心。此外，在这样的学校里有共同的议程、结构和跨专业协作，在其中健康促进感觉很重要、有趣且有意义。在消极的工作环境中，学校护士不被期望提供健康促进，他们的时间主要优先用于其他任务。此外，缺乏提供健康促进所需的足够知识、技能和工具。
为学校护士营造积极的工作环境，包括共同的健康促进议程、跨专业协作以及明确的期望和结构，对于向学龄儿童提供健康促进活动似乎至关重要。
