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The Lived Experiences of School Nurses PDF

261 Pages·2017·1.69 MB·English
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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Te Lived Experiences of School Nurses: Transitioning From Hospital to School Worksite Irene Campbell Walden University Follow this and additional works at: htps://scholarworks.waldenu.edu/dissertations Part of the Education Commons, Nursing Commons, and the Public Health Education and Promotion Commons Tis Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact Walden University College of Health Sciences This is to certify that the doctoral dissertation by Irene Adekunbi Campbell has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Richard Jimenez, Committee Chairperson, Public Health Faculty Dr. Patrick Tschida, Committee Member, Public Health Faculty Dr. Raymond Thron, University Reviewer, Public Health Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract The Lived Experiences of School Nurses: Transitioning From Hospital to School Worksite By Irene Adekunbi Campbell MS, University of Maryland, 2010 BSN, University of Maryland, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University February 2017 Abstract School nurses who transition from hospital or clinic-based settings to a school-based work environment often lack sufficient transitioning skills and orientation to cope with the roles and responsibilities of school-based nursing. The result is a high attrition rate among school-based nurses. School nurses may leave their positions due to experiences of marginalization, including isolation, role confusion, and barriers to practice. In this phenomenological study, the lived experiences of 12 school-based nurses who transitioned from hospital or clinical settings were explored. Bandura’s self-efficacy and Spreitzer’s psychological empowerment theories were used in interpreting the findings. Data were collected via face-to-face individual interviews with nurses residing in the State of Maryland. The study findings revealed the difficulties experienced by these nurses during the initial years of their transition to school nursing. Multitasking was very challenging at the initial stage of transition for nurses who were new to school- based-practice. For nurses who were learning to navigate the school system, adhering to educational standards and protocols while setting appropriate priorities to provide quality nursing care for students was difficult. The nurses’ understanding of health and wellness shaped and influenced their decision to continue with school nursing to help students reach their maximum health and academic achievements. This study may lead to positive social change by helping readers to better understand the transition process for hospital- based nurses who enter the school environment. With an improved understanding of this population, it may be possible to lower attrition and burnout rates among school nurses. The Lived Experiences of School Nurses: Transitioning From Hospital to School Worksite By Irene Campbell MS, University of Maryland, 2010 BSN, University of Maryland, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University February 2016 Dedication This dissertation is dedicated to my savior JESUS CHRIST. To my immediate family, Akintunde Obafemi Ojo, Oluwadamilola Oluwasegun and Oluwatomilayo Oluwadamilare Ojo, who liberally encouraged me in my academic efforts; my parents, Samuel Olasehinde Campbell and Elizabeth Iyabode Campbell, for instilling in me the importance of education and providing support, and my siblings, Omotayo, Olajumoke, David Oluwasegun, Emmanuel Oluwabunmi, Solomon Akintunde, Elizabeth Olayinka, Juliana Adunola, and Elfrida Modupeola Campbell. My nieces and nephews, Olayide Campbell, Oluwayemisi Campbell, Oluwabusayo, Emmanuel Kehinde and Emmanuela Taiwo Campbell. My sister-in-law, Olamide Adegbite-Campbell, and Precious Adegbite. Acknowledgments All glory and honor belong to the YESHUA HA MACHIAC (Jesus Christ), my SAVIOUR who made the completion of this dissertation possible. Philippians 1:6 says that “being confident of this very thing, that He who began a good work in you will accomplish it until the day of Jesus Christ.” Jehovah God, thank you for directing my path. Where I was content with a master’s degree, You spoke through Your Holy Spirit to continue my education, and a vision for a PhD was erected. Pastor Oyebukola Sobo, I thank God for His Holy Spirit upon your life. As I pursued this vision, You stretched me and grew my faith to trust in You continually. When it was difficult financially, when I wanted to drop my classes, and when I was looking for financing from banks to obtain loans, You spoke to me and said I should trust in You for my finances. I yielded to You, and You made a way, where there seemed to be no way. I am a testimony; I am a miracle because I trust in You. I finished my PhD without a school loan from banks or help from my employer. Reverend Emmanuel Samson Oluwole, thank you for your constant prayers, guidance, love, and words of encouragement. Pastor, you are more than a spiritual mentor; you have taken me to a new spiritual height on the faithfulness of God. You challenged me to trust God and see what He can and will do to provide the necessary finances. Yes, God did show up because I believed; He gave me an everlasting fountain of financial breakthrough, wealth, and peace. I pray that the purpose of this degree and body of research shall be made manifest to Your glory and to propagate Your kingdom. Indeed, this has been an incredible journey; I thank the Holy Spirit for guiding me through this journey to a successful completion. Mark 9:23 states that “all things are possible to him who believes.” To my immediate family, Akintunde Obafemi Ojo, Oluwadamilola Oluwasegun and Afrika Oluwatomilayo Oluwadamilare Ojo, who liberally encouraged me in my academic efforts; words cannot enumerate how much I appreciate you for your love, support and encouragement, and financial blessings. I thank God for bringing you into my life; you are a blessing from God, and you bless me daily. The joy I perceived in your spirit whenever we talked about my dissertation process, how frustrating it was, you followed it with jokes, just to make me laugh and ease my mind. When I complained that I could not go out to see my friends, your words of encouragement kept me grounded in my goal and vision. My parents, Samuel Olasehinde Campbell and Elizabeth Campbell, for instilling in me the importance of education and their support; my siblings, Omotayo, Olajumoke, David Oluwasegun, Emmanuel Oluwabunmi, Solomon Akintunde, Elizabeth Olayinka, Juliana Adunola, and Elfrida Modupeola Campbell. Dr. Erin Maughan, director of research national association of school nurses for her assistance for the data collection. Dr. Sharon Kurtz for her encouragement during the dissertation process. Mr. Tunde Lawal, MBA/JD, for his assistance with the data analysis process. I would like to thank the elementary school nurses involved in this study, who shared their time with me, away from their families and busy schedules. I admired their passion, commitment, and dedication to meet the needs of their students daily through improvising and making it work. I am very grateful for their openness and receptivity to my research. I would like to thank my dissertation chair, Dr. Richard Jimenez, for his genuine patience, kindness, and encouragement throughout this journey. You gave me a sense of direction with feedback; your commitment to return drafts in a timely manner was incomparable. Your commitment to students is apparent in the knowledge and timely guidance you provide. I am grateful that you were chosen and accepted me into your dissertation shell; you have truly been a blessing to me in my efforts to successfully complete this project. My methodologist Dr. Patrick Tschida, and my university reviewer, Dr. Raymond Thron for their candid advice and proper guidance during this project. I would also like to thank my editor, Carey Brown. Finally, I am grateful to and appreciate Walden University for the opportunity of learn about the philosophy of social change and for instilling it in me. It has shifted my thinking on a global level and empowered me to be a change agent in my field. Table of Contents List of Tables ................................................................................................................... viii Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................4 Problem Statement .........................................................................................................6 Purpose of the Study ....................................................................................................12 Conceptual Framework ................................................................................................14 Self-Efficacy ......................................................................................................... 15 Psychological Empowerment................................................................................ 16 Nature of the Study ......................................................................................................17 Definition of Terms......................................................................................................18 Assumptions .................................................................................................................22 Scope and Delimitations ..............................................................................................23 Limitation .....................................................................................................................23 Significance of the Study .............................................................................................25 Social Change Impact ..................................................................................................26 Summary ......................................................................................................................28 Chapter 2: Literature Review .............................................................................................30 Introduction ..................................................................................................................30 Literature Research Strategy ........................................................................................32 Theoretical Framework ................................................................................................33 i

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