OBJECTIVE:To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio-economic areas with high Pacific Island and Māori rolls. METHODS:An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland, NZ (2002-05). Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. RESULTS:Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. CONCLUSIONS AND IMPLICATIONS:School nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. Co-ordination of school nurses either at a regional or national level is required.

译文

目的:描述来自太平洋经济岛和毛利人卷高的低社会经济地区的八所新西兰中学的学校护士的角色变化。
方法:一项针对新西兰奥克兰低等学校成绩欠佳的飞行员的评估(2002-05年)。进行了年度半结构化学校护士访谈,并对定期收集的学校卫生服务数据进行了分析。
结果:确定了两种学校护士操作模式:一种拥抱模式,其中护士接受了提供基于学校的医疗服务的概念;和创可贴模式,其中学校护士仅提供学生医疗保健的基础知识。
结论与启示:实践型拥抱的学校护士提供了更有效的校本卫生服务。护士应接受结构化的研究生教育,从而更好地促进护士从业人员的角色发展,从而更好地为学校提供保健服务。需要在地区或国家范围内协调学校护士。

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