School Nurse Perspectives regarding Their Vocational Decisions

Autor/inn/en	Smith, Shirley G.; Firmin, Michael W.
Titel	School Nurse Perspectives regarding Their Vocational Decisions
Quelle	In: Journal of Ethnographic & Qualitative Research, 3 (2009) 2, S.98-104 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	School Nurses; Urban Schools; Attitudes; Career Choice; Phenomenology; Qualitative Research; Stereotypes; Nursing; Pediatrics; Job Satisfaction; Success; Definitions; Family Work Relationship; Peer Influence; Scheduling; Work Environment + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Attitude; Einstellung; Verhalten; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Klischee; Krankenpflege; Klinische Sozialpädiatrie; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Erfolg; Begriffsbestimmung; Disposition; Arbeitsmilieu
Abstract	This is a phenomenological, qualitative study of 25 school nurses employed in a large, urban school district in the Midwestern section of the United States. The study's participants possess histories of professional work experiences in nursing specialties other than school nursing. Thematic analysis of the data revealed three prominent factors that nurses identified as the greatest influences on their decisions to enter school nursing. These factors included a preference for pediatric nursing in a community setting, the school nurse work schedule, and the influence of nurses who were currently in the practice of school nursing. Participants transitioned from a narrow perception of the school nurse (provider of first aid) to the realization that there exist many diverse and significant facets of the specialty. As they gained experience in school nursing, the job satisfaction levels reported by nurses increased. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10