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Special Day Class Teachers’ Perceptions of the Role of the School NurseJanice L. Leier, RN, MS conducted this research project as a requirement in the master’s degree program at San Jose State University, San Jose, CA. She is a school nurse in the Cupertino Union School District in Cupertino, CA
Virginia Young Cureton, RN, DrPH is a professor of nursing at San Jose State University, San Jose, CA. She was the first reader on this research study
Daryl L. Canham, RN, EdD is a lecturer at San Jose State University, San Jose, CA. She was the second reader on this research study School nurses are on the front lines of health care in public schools. The integration of students’ health care needs as components of educational programs has become increasingly important as medically fragile children rely on school nurses to deliver or coordinate their health care services. The purpose of this descriptive study was to determine which school nurse services special day class teachers perceive as very important, important, somewhat important, or not important. Perceptions were surveyed via the School Nurse Services Data Collection Tool. The data were analyzed using percentages, mean values, and frequencies. The data were then aligned to match the role concepts set forth in the California Commission on Teacher Credentialing (CTC) standards for school nurse preparation. The findings of this survey suggested that most of the services provided by school nurses were rated as important or somewhat important.
Key Words: role conflict • school nurse • special education • teachers
The Journal of School Nursing, Vol. 19, No. 5,
294-300 (2003) |
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