BUILDING NURSE-STUDENT RELATIONSHIPS IN THE SCHOOL COMMUNITY: AFEMINIST PERSPECTIVE
Notice bibliographique
Résumé
Background: With the release of the Community Health Nurses of Canada standards of practice (2003), the importance for nurses to establish empowering relationships within supportive environments is paramount. Moreover, it is important for nurses to recognize and understand how their position and the power it holds may influence relationships with clients in their practice. Purpose: Guided by feminist inquiry, the major purpose of this research was to critically examine the relationships between Public Health Nurses (PHNs) and adolescent students in the school community. Specific questions included: How do PHNs describe their relationships with adolescent students within a school community? What broader contextual factors shape the formation and development of these relationships? Methods: Using open-ended questions and a dialogic approach, 13 PHNs who work in secondary school nursing at one urban public health unit participated in one of three focus groups. Thematic analysis was conducted as described by Morse and Field (1995). Findings: Study findings suggest that the formation and development of the PHN- Student relationship is likened to that of building a school comprised of five interlocking “building blocks”: visibility, trust, collaboration, continuity and power. Visibility was the PHN “gateway” for individual student contact. PHNs were considered trustworthy due to their outsider status to the school system. Collaboration was foundational to the relationship and involved negotiation, compromise and consultation. Continuity reinforced the need for time and consistency in public health programs and within the relationship. Power was found within hierarchical layers and reinforced by social relations of culture, gender and class. Conclusion: In order to build empowering PHN-student relationships, PHNs must critically reflect on their individual nursing practice and policies, which influence relationship formation. Realizing the potential empowering and disempowering influences of gender, race, class, religion and other social determinants on health, PHNs are in a position to advocate for and promote the health and well-being of adolescent students. Further critical nursing research that incorporates the perspectives of students and others influential in the formation of the PHN-student relationship is needed. Key Words: nurse-client relationship, Public Health Nurse, school nursing, adolescent students, relationship formation, feminist inquiry
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,025 | 0,021 |
| Communication savante | 0,013 | 0,009 |
| Science ouverte | 0,002 | 0,015 |
| Intégrité de la recherche | 0,004 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».