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School Nurse Perceptions of Their Role, Burnout, and Mentorship Programs: A Qualitative Analysis

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Title: School Nurse Perceptions of Their Role, Burnout, and Mentorship Programs: A Qualitative Analysis
Language: English
Authors: Meghan L. Shah-Hartman (ORCID 0009-0006-6844-7767), Katie E. Greenawalt (ORCID 0009-0000-3511-8285), Erika VanDyke (ORCID 0000-0001-5681-364X), Alicia M. Hoke (ORCID 0000-0001-9061-6738), Deepa L. Sekhar (ORCID 0000-0002-5784-7216)
Source: Journal of School Nursing. 2026 42(2):172-180.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: School Nurses, Role, Burnout, Mentors, COVID-19, Pandemics, Peer Influence, Work Environment, Stress Variables, Program Effectiveness
Geographic Terms: Pennsylvania
DOI: 10.1177/10598405251371766
ISSN: 1059-8405
1546-8364
Abstract: The COVID-19 pandemic exacerbated demanding workloads and poor working conditions for school nurses, both of which are strong predictors of burnout. This study explores Pennsylvania school nurses' perspectives on burnout and the value of peer mentorship programs in mitigating burnout. Fourteen (N = 14) school nurses who served as mentors or mentees in a one-year (2023-2024) mentorship program participated in one of two focus groups. Content analysis was performed by two coders using MAXQDA software (Cohen's kappa coefficient = 0.75). Results demonstrate that school nurses feel misunderstood in their role; they additionally experience frequent worry, low availability of substitutes, high student caseloads, stress over managing multiple buildings, and challenges navigating administrative and parental relationships; these factors were identified as sources of burnout. Nurses view peer mentorship positively, valuing the opportunity to share ideas and experiences and benefiting from a supportive organizational culture. Qualitative data supports that peer mentorship may reduce school nurse burnout.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500091
Database: ERIC
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  Data: School Nurse Perceptions of Their Role, Burnout, and Mentorship Programs: A Qualitative Analysis
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  Data: <searchLink fieldCode="AR" term="%22Meghan+L%2E+Shah-Hartman%22">Meghan L. Shah-Hartman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6844-7767">0009-0006-6844-7767</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+E%2E+Greenawalt%22">Katie E. Greenawalt</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3511-8285">0009-0000-3511-8285</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erika+VanDyke%22">Erika VanDyke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5681-364X">0000-0001-5681-364X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alicia+M%2E+Hoke%22">Alicia M. Hoke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9061-6738">0000-0001-9061-6738</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deepa+L%2E+Sekhar%22">Deepa L. Sekhar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5784-7216">0000-0002-5784-7216</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Nursing%22"><i>Journal of School Nursing</i></searchLink>. 2026 42(2):172-180.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22School+Nurses%22">School Nurses</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 10.1177/10598405251371766
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  Data: 1059-8405<br />1546-8364
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  Data: The COVID-19 pandemic exacerbated demanding workloads and poor working conditions for school nurses, both of which are strong predictors of burnout. This study explores Pennsylvania school nurses' perspectives on burnout and the value of peer mentorship programs in mitigating burnout. Fourteen (N = 14) school nurses who served as mentors or mentees in a one-year (2023-2024) mentorship program participated in one of two focus groups. Content analysis was performed by two coders using MAXQDA software (Cohen's kappa coefficient = 0.75). Results demonstrate that school nurses feel misunderstood in their role; they additionally experience frequent worry, low availability of substitutes, high student caseloads, stress over managing multiple buildings, and challenges navigating administrative and parental relationships; these factors were identified as sources of burnout. Nurses view peer mentorship positively, valuing the opportunity to share ideas and experiences and benefiting from a supportive organizational culture. Qualitative data supports that peer mentorship may reduce school nurse burnout.
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  Data: 2026
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  Data: EJ1500091
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        Value: 10.1177/10598405251371766
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        Type: general
      – SubjectFull: Role
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      – SubjectFull: Burnout
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      – SubjectFull: Pennsylvania
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