Performing school nursing: Narratives of providing support to children and young people.

2.50
Hdl Handle:
http://hdl.handle.net/2436/614997
Title:
Performing school nursing: Narratives of providing support to children and young people.
Authors:
Sherwin, Sarah
Abstract:
Background: Child and adolescent mental health is an important public health issue within the UK. Providing support to young people, to help them cope with everyday life, is a key aspect of the school nurse’s role. Yet there is a paucity of published research within the UK and internationally about how this support is provided. Methodology: Using a narrative inquiry approach, presented as a performative text, this study set out to address the following research question, ‘How do school nurses provide support to young people?’ Stories were gathered from eleven school nurses to explore their experiences of providing support to young people using purposive sampling. The stories were analysed using an adapted version of the interpretivist-interactionist model (Savin-Baden, 2004). Poetic re-presentations were used to tell the stories of individual school nurses; an approach seen to be a novel in school nursing research. Using Soja’s (1996) spatiality theory as a framework the stories were analysed collectively, to explore different spaces used when providing support to young people. Findings: This study extends school nursing current literature about what it means to provide support. The importance of regular support and building trusting relationships is identified. Yet challenges exist in terms of the amount of emotional investment required by the nurses, as well as a lack of workforce capacity and organisational demands. It provides an original contribution to the body of school nursing knowledge by using an approach new in school nursing research, and distinguishing different and new spaces in which they perform to provide support to young people. Recommendations: Further research is necessary to gather stories from young people themselves. Additional support and training is recommended to enhance school nurses’ knowledge and skills in providing support. Findings should be conveyed to commissioners to provide insight into the school nurses’ role.
Issue Date:
29-Jun-2016
URI:
http://hdl.handle.net/2436/614997
Type:
Thesis
Language:
en
Description:
A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctorate in Health and Wellbeing.
Appears in Collections:
E-Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorSherwin, Sarahen
dc.date.accessioned2016-06-29T08:20:41Z-
dc.date.available2016-06-29T08:20:41Z-
dc.date.issued2016-06-29-
dc.identifier.urihttp://hdl.handle.net/2436/614997-
dc.descriptionA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctorate in Health and Wellbeing.en
dc.description.abstractBackground: Child and adolescent mental health is an important public health issue within the UK. Providing support to young people, to help them cope with everyday life, is a key aspect of the school nurse’s role. Yet there is a paucity of published research within the UK and internationally about how this support is provided. Methodology: Using a narrative inquiry approach, presented as a performative text, this study set out to address the following research question, ‘How do school nurses provide support to young people?’ Stories were gathered from eleven school nurses to explore their experiences of providing support to young people using purposive sampling. The stories were analysed using an adapted version of the interpretivist-interactionist model (Savin-Baden, 2004). Poetic re-presentations were used to tell the stories of individual school nurses; an approach seen to be a novel in school nursing research. Using Soja’s (1996) spatiality theory as a framework the stories were analysed collectively, to explore different spaces used when providing support to young people. Findings: This study extends school nursing current literature about what it means to provide support. The importance of regular support and building trusting relationships is identified. Yet challenges exist in terms of the amount of emotional investment required by the nurses, as well as a lack of workforce capacity and organisational demands. It provides an original contribution to the body of school nursing knowledge by using an approach new in school nursing research, and distinguishing different and new spaces in which they perform to provide support to young people. Recommendations: Further research is necessary to gather stories from young people themselves. Additional support and training is recommended to enhance school nurses’ knowledge and skills in providing support. Findings should be conveyed to commissioners to provide insight into the school nurses’ role.en
dc.language.isoenen
dc.subjectSchool Nursesen
dc.subjectSupporten
dc.subjectYoung peopleen
dc.subjectNarrative Inquiryen
dc.subjectPerformance texten
dc.subjectPoetryen
dc.titlePerforming school nursing: Narratives of providing support to children and young people.en
dc.typeThesisen
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