View in EDS HTML Full Text PDF Full Text

Achieving the educational mission: Are Connecticut school nurses valued?

Saved in:
Bibliographic Details
Title: Achieving the educational mission: Are Connecticut school nurses valued?
Authors: Batten, Janene (AUTHOR)
Source: Psychology in the Schools. Apr2024, Vol. 61 Issue 4, p1514-1531. 18p.
Subjects: School nursing, Nursing schools, Career development, School administrators, Integrated health care delivery
Geographic Terms: Connecticut
Abstract: School nurses are indispensable for students' educational success. They are often the only healthcare professional a child will see who can care for immediate health needs, coordinate care for students' chronic health conditions, and promote healthy behaviors. This qualitative study is the first to investigate the experiences that influence the inclusion of Connecticut school nurses as valued and essential partners in K‐12 education. Interviews with 14 Connecticut school nurses uncovered how they perceive their community values their role and practice in furthering the educational mission. The analysis revealed that although school nurses believe they bring value to students by providing equitable healthcare and wellness education access, they identified four organizational structural gaps in being seen as valued critical partners in the educational setting. They feel dispensable, their workload expectations are overwhelming, they feel undervalued as equal professionals, and they need more access to adequate professional development. This study has significant implications for K‐12 education leaders because school nurses are vital partners in the educational mission. They bridge healthcare and education, ensuring students can optimally learn. Recommendations for how leaders can empower school nurses are included. Practitioner Points: School nurses' essential role is ensuring students are healthy, ready to learn, and in school; however, K‐12 school administrators do not always recognize them as indispensable professionals in the K‐12 education setting.As often the sole health professional enduring overwhelming health‐related workloads, school nurses report feeling undervalued as equal professionals in the education environment.Opportunities exist to empower school nurses with a professional self‐advocacy platform that recognizes and values their equal partnership in meeting the educational mission and ensuring students' academic success. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 175919736
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Achieving the educational mission: Are Connecticut school nurses valued?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Batten%2C+Janene%22">Batten, Janene</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Apr2024, Vol. 61 Issue 4, p1514-1531. 18p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+nursing%22">School nursing</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+schools%22">Nursing schools</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+health+care+delivery%22">Integrated health care delivery</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Connecticut%22">Connecticut</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: School nurses are indispensable for students' educational success. They are often the only healthcare professional a child will see who can care for immediate health needs, coordinate care for students' chronic health conditions, and promote healthy behaviors. This qualitative study is the first to investigate the experiences that influence the inclusion of Connecticut school nurses as valued and essential partners in K‐12 education. Interviews with 14 Connecticut school nurses uncovered how they perceive their community values their role and practice in furthering the educational mission. The analysis revealed that although school nurses believe they bring value to students by providing equitable healthcare and wellness education access, they identified four organizational structural gaps in being seen as valued critical partners in the educational setting. They feel dispensable, their workload expectations are overwhelming, they feel undervalued as equal professionals, and they need more access to adequate professional development. This study has significant implications for K‐12 education leaders because school nurses are vital partners in the educational mission. They bridge healthcare and education, ensuring students can optimally learn. Recommendations for how leaders can empower school nurses are included. Practitioner Points: School nurses' essential role is ensuring students are healthy, ready to learn, and in school; however, K‐12 school administrators do not always recognize them as indispensable professionals in the K‐12 education setting.As often the sole health professional enduring overwhelming health‐related workloads, school nurses report feeling undervalued as equal professionals in the education environment.Opportunities exist to empower school nurses with a professional self‐advocacy platform that recognizes and values their equal partnership in meeting the educational mission and ensuring students' academic success. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=175919736
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23123
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1514
    Subjects:
      – SubjectFull: School nursing
        Type: general
      – SubjectFull: Nursing schools
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Integrated health care delivery
        Type: general
      – SubjectFull: Connecticut
        Type: general
    Titles:
      – TitleFull: Achieving the educational mission: Are Connecticut school nurses valued?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Batten, Janene
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00333085
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1