| 1. |
- Golsäter, Marie, et al.
(author)
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School nurses' health dialogues with pupils about physical activity
- 2015
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In: British Journal of School Nursing. - : MA Healthcare Limited. - 1752-2803 .- 2052-2827. ; 10:7, s. 330-336
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Journal article (peer-reviewed)abstract
- The aim was to explore school nurses' health dialogues with pupils regarding physical activity. A descriptive explorative qualitative design based on video recordings of 15 nurses performing 24 ordinary real-life health visits with pupils aged 10,14 and 16 years was used to accomplish this. Audio files from the video recordings were transcribed verbatim and subjected to qualitative content analysis. The results showed that the school nurses created a flow and kept the conversation going to enable the progress of the health dialogue about physical activity. To gain the pupils' trust, the nurses used social talk and gave positive feedback. By assessing information about the pupils' activity the nurses created an overview and then, based on this overview, tried to create a potential for change in physical activity.
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| 2. |
- Hammarlund, Kina, et al.
(author)
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Meeting and supporting students who have parents with mental ill-health
- 2015
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In: British Journal of School Nursing. - : MA Healthcare Ltd. - 1752-2803 .- 2052-2827. ; 10:4, s. 182-187
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Journal article (peer-reviewed)abstract
- Mental ill-health is an increasing problem in Swedish society. If a parent is suffering from mental illness, it can have negative consequences for the child’s wellbeing, health and developmental process. The challenge for school nurses is to identify and support these students. The aim of this study is to describe school nurses’ experiences from meeting and supporting students who have parents with mental ill-health. Interviews with six school nurses were performed after snowball recruitment with purposive sampling and analysed using qualitative content analysis. School nurses’ experience of meeting and supporting students who have parents with mental ill-health shows that this is complex and demands competence and collaboration. Their competences in collaboration with others as well as their ability to show an open and tolerant attitude were important in order to build trustful relations with students, their parents and other professionals.
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