A STUDY OF SCHOOL NURSE JOB SATISFACTION

2004 ◽  
Vol 20 (2) ◽  
pp. 88-93 ◽  
Author(s):  
DeMonica L. Junious ◽  
Regina Jones Johnson ◽  
Ronald J. Peters ◽  
Christine M. Markham ◽  
Steven H. Kelder ◽  
...  
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Setting ◽  
School Nurses ◽  
Job Dissatisfaction ◽  
Complex Needs ◽  
Nurse Job Satisfaction ◽  
School Settings ◽  
Diverse Community ◽  
And Control

This study explored job satisfaction and changes needed to help boost levels of job satisfaction. Self-reported job satisfaction data were collected from 71 school nurses employed in elementary, middle, and high school settings via interactive focus groups. The subjects participated in a 30- to 45-minute focus group session that was audiotaped and transcribed by the principal investigator. Beliefs about job satisfaction were identified and classified into exclusive categories or themes. While the majority of school nurses expressed contentment with their jobs, certain factors that would increase job satisfaction, such as salary and control issues, were discussed. Overall, 83% of school nurses in this study were satisfied in their present positions; however, issues of coping and role strain were identified as major contributors to low morale. Only 17% of the school nurses voiced job dissatisfaction, primarily attributed to low salaries and lack of trust and support from administration. As school nurses face a diverse community with complex needs, adaptation is needed for job satisfaction to be maintained. For this to occur, school nurses must take the initiative to educate administrators, parents, and communities about their role in the school setting.

Developing a Nursing Protocol for Over-the-Counter Medications in High School

2003 ◽  
Vol 19 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Lucinda Mejdell Awbrey ◽  
Sandra M. Juarez
Keyword(s):  
High School ◽  
School Districts ◽  
School Setting ◽  
School Personnel ◽  
School Nurses ◽  
Over The Counter ◽  
Nursing Knowledge ◽  
Development And Utilization ◽  
Ready To Learn ◽  
Legal Guidelines

Management of medications in school is one of the critical roles that school nurses carry out in the school setting. In recent years, parents have come to question the medication procedures that school districts follow. Parents question why a physician’s order is required for school personnel to provide over-the-counter (OTC) medications to their child at school. How do school districts balance the safety of students with the needs of parents wanting their children to have access to OTC medications at school? Following legal guidelines helps to reduce the risk for school nurses. Through the development and utilization of Nursing Standardized Protocols, high school nurses are able to provide nonprescription analgesics for specific common student complaints such as noninjury headaches and dysmenorrhea. On the basis of nursing knowledge and judgment, school nurses provide this service, which results in students returning to class quickly, feeling better, and being ready to learn.

scholarly journals THE REFLECTIVE SUPERVISION MODEL: AN EFFORT TO INCREASE NURSE JOB SATISFACTION

2017 ◽  
Vol 3 (5) ◽  
pp. 496-507
Author(s):  
Santoso Santoso ◽  
Rita Kartika Sari ◽  
Anggorowati Anggorowati
Keyword(s):  
Job Satisfaction ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Nurse Job Satisfaction ◽  
Reflective Supervision ◽  
Group Data ◽  
Quasi Experimental ◽  
Supervision Model ◽  
And Control

Background: Job satisfaction influences the quality of health services in hospitals. However, low job satisfaction of nurses exists in the literature and influenced by various factors, including supervision. Thus, a reflective supervision model is considered effective in improving nurse job satisfaction.Objective: This study aims to analyze the effect of the reflective supervision model on nurse job satisfaction.Methods: This was a quasi-experimental study with control group design conducted between May-July 2017 in the Tugurejo Hospital and Dr. Moewardi hospital. There were sixty-eight nurses selected using purposive sampling, with 34 nurses assigned in the experiment and control group. Data were collected using questionnaires and then analyzed by paired t-test.Results: Paired t-test obtained p-value of 0.000, which indicated that the reflective supervision model has a significant influence to nurse work satisfaction.Conclusion: The reflective supervision model has a significant effect in increasing nurse job satisfaction. Therefore, this model could be applied by the head nurses to improve nurse outcome indicator, especially for nurse job satisfaction.

School Nursing Protocol for the Management of Human Bites

2019 ◽  
Vol 34 (6) ◽  
pp. 351-356
Author(s):  
Ruth Collins ◽  
Robin Wallin ◽  
Katherine Park
Keyword(s):  
School Setting ◽  
Educational Interventions ◽  
School Nurses ◽  
School Nursing ◽  
Timely Manner ◽  
Human Bite ◽  
School Settings ◽  
Human Bites ◽  
Knowledge Deficits ◽  
And Training

Human biting is considered a common stage in pediatric infant growth and development. However, this stage is not considered appropriate once children enter group daycare and school settings, and such behavior can lead to injury, stress, and trauma for other students and staff. When biting occurs in the school setting, staff are often unprepared to respond appropriately, and may seek delayed care, if at all. The school nurse may also be ill-equipped to provide first aid and education if there are no standardized guidelines to follow. Having a protocol in place for human bite incidents in the school setting helps school nurses provide information to students, parents, and staff in a timely manner and assists them with following evidence-based practice. Accurate documentation of the incidents also allows school nurses to identify triggers and knowledge deficits, which can assist them in planning educational interventions and training in the school setting.

scholarly journals A Validation of the Family Involvement Questionnaire-High School Version

2016 ◽  
Vol 8 (2) ◽  
pp. 28 ◽  
Author(s):  
Katlyn A. Grover ◽  
Daniel D. Houlihan ◽  
Kristie Campana
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Family Involvement ◽  
School Setting ◽  
School Settings ◽  
Confirmatory Factor ◽  
The Family ◽  
Education Status ◽  
Questionnaire Online ◽  
High School Setting

<p>The purpose of this study was to validate the Family Involvement Questionnaire (FIQ) for use in high school settings (9<sup>th</sup>-12<sup>th</sup> grade). After the FIQ was redesigned for use in the high school setting, 519 parents completed the questionnaire online. Internal consistency was for the 40-item questionnaire was high (α = 0.93). A confirmatory factor analysis failed to substantiate the FIQ-HS to the elementary version from which it was adapted. However, an exploratory factor analysis yielded three factors consistent with the FIQ-E. Family demographics were compared to participant responses, and significant effects of students’ school and special education status were found.</p>

Needs Assessment for Eosinophilic Esophagitis Education in School Nurses

2021 ◽  
pp. 105984052098674
Author(s):  
Kaleb Bogale ◽  
Heather Stern ◽  
Punit Jhaveri ◽  
Pooja Jhaveri
Keyword(s):  
Eosinophilic Esophagitis ◽  
Online Survey ◽  
School Setting ◽  
School Nurses ◽  
Food Avoidance ◽  
School Aged Children ◽  
School Settings ◽  
The Past ◽  
Almost All ◽  
Home And School

Over the past 2 decades, eosinophilic esophagitis (EoE) has become increasingly recognized as a common cause of gastrointestinal morbidity in children. A mainstay of treatment is food avoidance, which must be implemented in both the home and school settings for school-aged children. The aim of this study is to assess school nurses’ familiarity with EoE with regard to food avoidance and treatment in the school setting. We conducted a 19-question online survey of 60 school nurses (elementary through high school) recruited from Dauphin, Lebanon, and Lancaster Counties in Pennsylvania. Results indicated that 62% of respondents were familiar with EoE. However, only 22% felt comfortable distinguishing between symptoms of EoE and food-dependent anaphylaxis. Almost all respondents (97%) were interested in learning more about EoE. We report significantly increased familiarity with food-dependent anaphylaxis in comparison with EoE among school nurses. There is an interest and need for increasing education on EoE.

scholarly journals Job Satisfaction and Teacher Retention in Selected Senior High School in Ghana

2020 ◽  
Vol 8 (01) ◽  
pp. 1204-1221
Author(s):  
Akaribo William Aduko ◽  
Augustine Adjei ◽  
Akuta Bertha Azaare
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Teacher Retention ◽  
Administrative Support ◽  
Research Question ◽  
Senior High School ◽  
Job Dissatisfaction ◽  
Long Run ◽  
The Social ◽  
Spss Software

The study investigated into job satisfaction and teacher retention. Fifty teachers who were made up of 36 males and 14 females were randomly sampled. Questionnaire was used in the data collection. The data gathered was scored with a likert scale. The raw scores were entered into the Statistical Package for the Social Sciences(SPSS) Software System. The first research question sought to find out what factors contributed to job satisfaction among teachers at Zuarungu Senior High School. A good number of the teachers agreed to factors such as salary, accommodation and administrative support contributing to job satisfaction. The second research question was to find out in what ways job dissatisfaction affected teachers’ performance in Zuarungu Senior High School. Majority agreed that absenteeism, refusal to do assigned duties, not setting and marking of exams timely are some of the effects of job dissatisfaction. Research question three was to find out what factors influenced teachers’ decision to quit teaching in Zuarungu Senior High School. The teachers responded to the following factors that would compel them to quit teaching; no provision of accommodation for teachers and non-payments of allowances due them. Research question four was to find out effective ways of attracting and retaining teachers in Zuarungu Senior High School. The teachers agreed that provision of accommodation, payment of allowances and soft loans would attract them to the school. The analysis was summarized and concluded that employees, especially teachers leave the teaching field because they are not satisfied with theirjob as a result of poor working conditions. They study recommended that Ghana Education Service should provide goodworking conditions like provision of accommodation and timely payment of allowances to mitigate their decision to quit teaching which in the long run affects the performances of the innocent school children. It was suggested that the research should be widened tocover more schools in the municipality

scholarly journals Violence in the School Setting: A School Nurse Perspective

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Kate King
Keyword(s):  
School Violence ◽  
Healthcare Professionals ◽  
School Setting ◽  
School Nurse ◽  
School Nurses ◽  
Front Line ◽  
School Settings ◽  
Significant Public Health ◽  
Violent Acts ◽  
Effects Of Violence

Violence in schools has become a significant public health risk and is not limited to violent acts committed in the school setting. Violence in homes, neighborhoods, and communities also affects the learning and behaviors of children while at school. School violence, such as shootings, weapons in schools, assaults, fights, bullying; other witnessed violence in non-school settings; and violence as a cultural norm of problem solving can all impact the ability of children to function in school. School nurses serve on the front-line of problem identification and intervene to diminish the effects of violence on both school children as individuals and on populations in schools and the community. This article describes ways in which school nurses deal with violence and concludes with discussion of potential responses to violence, including the school nurse response to violence and implications for other healthcare professionals.

scholarly journals Is Symptom Screening Useful for Identifying COVID-19 Infection in School Settings? Georgia, USA

2021 ◽  
pp. 105984052110503
Author(s):  
Megan Swanson ◽  
Marisa Hast ◽  
Eleanor Burnett ◽  
Emeka Oraka ◽  
Anne Kimball ◽  
...  
Keyword(s):  
School Setting ◽  
Secondary Analysis ◽  
Rt Pcr ◽  
Cross Sectional ◽  
Transmission Networks ◽  
School Settings ◽  
Symptom Screening ◽  
Household Members ◽  
And Control ◽  
Close Contacts

This study’s goal was to characterize the utility of symptom screening in staff and students for COVID-19 identification and control of transmission in a school setting. We conducted a secondary analysis of cross-sectional data for staff, students and associated household members in a Georgia school district exposed to COVID-19 cases who received RT-PCR testing and symptom monitoring. Among positive contacts, 30/49 (61%) of students and 1/6 (17%) of staff reported no symptoms consistent with COVID-19. Symptom sensitivity was 30% in elementary students and 42% in middle/high students. Fifty-three percent (10/19) of symptomatic positive contacts had at least one household member test positive for SARS-CoV-2 compared with 50% (10/20) of asymptomatic positive contacts. The absence of symptoms in children is not indicative of a lack of SARS-CoV-2 infection or reduced risk of infection for associated household members. Testing all close contacts of people with COVID-19 in schools is needed to interrupt transmission networks.

Recommendations for Constructing School Nurses’ Offices Designed to Support School Health Services

2005 ◽  
Vol 21 (3) ◽  
pp. 164-169 ◽  
Author(s):  
Leslie Cooper ◽  
Cynthia S. McKibben ◽  
Sonja J. DiPaolo ◽  
J. Scott Bennett
Keyword(s):  
High School ◽  
School Health ◽  
School Nurses ◽  
School Principal ◽  
School Nursing ◽  
Construction Process ◽  
School Settings ◽  
New Construction ◽  
Current Article ◽  
Planning And Construction

When attempting to locate guidelines for designing school nurses’ offices, one finds there are minimal resources that address this need. In an effort to solve this concern, the authors were instrumental in writing an article for The Journal of School Nursing published in April 1997. The current article is an updated perspective that defines recommendations to be utilized in new construction or renovation of school nurses’ offices. It encompasses information on square footage, design, utilization of space, location, and necessary equipment. Prototypes are provided that apply to elementary, middle school, and high school settings. The article outlines the importance of continued collaboration between the school nurse and key people involved in the planning and construction process, such as the school principal, administrators, and the district engineer.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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