‘We are the ones that talk about difficult subjects’: nurses in schools working to support young people’s mental health

As health professionals in an educational setting, nurses in schools occupy a unique place in the spectrum of children’s services. Yet the service is often overlooked and has been described as invisible. This paper draws on findings from a study, funded by the Scottish Government’s National Programme for Improving Mental Health and Well‐being, which explored the role of school nurses in promoting and supporting the mental health of children and young people. The school nursing service throughout the United Kingdom is at a pivotal point as its role is being redefined to align with moves across the National Health Service towards a public health model. This paper therefore offers a timely overview of the mental health work of school nurses, and raises key issues for future work. Interviews were conducted with 25 school nurse managers across Scotland. Interviewees claimed that the contribution of nurses in schools was distinctive, owing to the quality and consistency of relationship that they could offer, and the autonomy that the service allowed young people. However, significant challenges were reported in making this contribution, and tensions were evident in the conceptualisation of their role. The framework of resilience is used to discuss the findings on the significance of building relationships in promoting mental health.     

临床护士的继续教育现状浅析

临床护士的继续教育是继续教育工程中很重要的一部分,但我国现阶段临床护士的继续教育实施和推广工作遇到了诸多问题,这是由临床护士社会地位和待遇等问题造成的。为此,提出解决对策：采取等级制度提高从业人员的主动性积极性,加强考核难度,丰富授课方式,完善管理机制,提升护理工作者的自我认可度。     

山东省护理人员核心能力现状分析及其与绩效的关系研究

目的：分析山东省护理人员的核心能力现状,探索护理人员的核心能力与其绩效的关系。方法：采用注册护士核心能力量表（CIRN）和护理人员工作绩效评估量表对随机抽取的山东地区4所医院714名护士进行调查。结果：工作年限在20年以上的护理人员核心能力显著高于其他工作年限分组;职称是主管护士以上的护理人员在临床护理、人际关系和教育咨询方面的核心能力显著高于护士和护师;护理人员核心能力的7个因子均与工作绩效呈正相关;核心能力中的法律伦理实践和人际关系两因子对工作绩效有一定的预测作用。结论：山东省护理人员核心能力令人满意,但需加强对年轻护士和低职称护士的培养,以提高护理队伍的核心竞争力和工作绩效。     

English as a second language nurses in the United States: culture,communication, and needs for continuing education

The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education.     

临床实习护生心理健康状况调查分析及对策

目的：院对临床实习护生心理健康状况进行调查分析。方法院采用龚耀先修订的症状自评量表SCL-90进行问卷调查。结果院临床实习护生护生,从SCL-90阳性率较高的前项症状项目来看,以强迫、人际关系敏感、焦虑表现最为突出,强迫、抑郁、焦虑、恐怖、精神病性项因子分及阳性项目数均高于国内青年组常模。结论院实习护生心理有其独特性,应加强对他们进行心理健康教育。     

护生向护士角色转化的心境状态调查及分析

护理专业的临床实习是学校教育的延伸和深化,是理论联系实践提高临床综合能力的重要学习阶段,在这阶段中,能否迅速完成由学生向护士角色的转变,直接关系和影响到实习教学目标的实现。事实上实习生临床角色的适应与转变受到诸多内部因素和外部因素的影响。为了进一步完善实习管理,提高实习教学质量,帮助实习生加快角色的适应与转变,通过对我校高职护理专业实习教学基地的7所医院的137名(2002、2003级)实习生心境状态的调查,收集和分析了近两年来各实习生心境状态的资料,归纳出影响实习生角色转变的主要因素,并进行了有益的探讨。     

抗击COVID-19疫情一线护士压力知觉现状调查及分析

目的了解参加抗击新型冠状病毒肺炎疫情临床一线护士的压力知觉现状,并分析其影响因素,为制定缓解疫情抗击一线护士压力感知相关措施提供理论依据。方法采用中文版压力知觉量表(CPSS)、领悟社会支持量表(PSSS)对盐城市区参加支援湖北COVID-19疫情抗击的95名一线护士进行问卷调查,并对现状进行分析。结果95名参与COVID-19疫情抗击的临床一线护士CPSS总分为(38.11±6.88)分,PSSS总分为(38.11±6.88)分,压力感知与社会支持呈负相关(r=-0.462)。多元回归分析显示,性别、是否独生子女、社会支持水平是影响疫情抗击一线护士压力感知的主要因素。结论COVID-19疫情抗击一线护士压力知觉得分总体较高,压力较大,医疗机构管理者应采取适当的激励制度等积极有效措施,缓解其压力,改善其身心健康。     

Maternalist discourse in nursery nurse training at Wellgarth Nursery Training School from 1911 to 1939: current dilemmas of class and status in historical context

This article explores current dilemmas of status surrounding professional roles for the early years workforce through research into training for nursery nurses at Wellgarth Nursery Training School, London, from 1911 to 1939. It interrogates the issues through the lens of vocational habitus and feminine and emotional capital and draws comparison with contemporary training for Froebel teachers. The data identify maternalist discourse as a common factor in training for Wellgarth and Froebel students, with consequences for a gendered workforce. The research demonstrates that class was the key factor in the ability to pursue a career in nursery nursing or teaching, and shaped unique professional identities. The historical perspective sets current European and English policy on early years professional roles, and the plethora of recent literature on differentiated constructions of professionalism, which problematises conceptions of professional roles as caring or teaching, within a history dating back over 100 years.