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dc.contributor.advisorSusan Sullivan-Bolayi
dc.contributor.authorBoland-Shepherd, Susan
dc.date2022-08-11T08:09:03.000
dc.date.accessioned2022-08-23T16:16:36Z
dc.date.available2022-08-23T16:16:36Z
dc.date.issued2012-04-26
dc.date.submitted2012-07-07
dc.identifier.doi10.13028/f8ph-ht66
dc.identifier.urihttp://hdl.handle.net/20.500.14038/34370
dc.description.abstractThe purpose of this qualitative study was to explore school nurses’ (SN) perceptions of factors influencing their ability to identify, refer, and provide mental health services to students with early signs of mental, emotional, and behavioral (MEB) needs. The National Research Council and Institute of Medicine have urged a preventive public health approach to decrease adverse outcomes of unidentified and untreated MEB needs among children (O’Connell, 2009). Historically and theoretically based in public health, SN have daily contact with students and are in an optimal location for early identification, referral and provision of services, yet little empirical research describing their role is available. Five focus groups with 29 SN were conducted and four themes emerged through analysis of data: Frequent flyers : student visits to SN offices, the observations that alert SN to potential MEB needs; Digging to get the whole picture : the process SN frequently used to collect information necessary to confirm MEB needs; Road to referral : the resources used and barriers encountered within the referral process; and, Safety zone : the important role SN play in the provision of services to students with early signs of MEB needs. Within the provision of services was a collective subtheme across all five focus groups: What we need to better help our kids. In this category SN identified their educational limitations and learning needs, as well as potential strategies to improve provision of services for students with MEB needs. The findings of this study provide a lens into the complex and little explored are of early identification, referral and intervention processes used by SN to care for students with MEB needs. Understanding the role of the SN is a critical first step towards improving outcomes.
dc.language.isoen_US
dc.rightsCopyright is held by the author, with all rights reserved.
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectSchool Nursing
dc.subjectStudents
dc.subjectMental Health Services
dc.subjectEarly Medical Intervention
dc.subjectMental Disorders
dc.subjectChildren
dc.subjectCommunity Health and Preventive Medicine
dc.subjectMental and Social Health
dc.subjectMental Disorders
dc.subjectNursing
dc.subjectPediatric Nursing
dc.titleThe Role of School Nurses in the Early Identification, Referral and Provision of Services for Students with Early Signs of Mental, Emotional or Behavioral Disorders: A Dissertation
dc.typeDoctoral Dissertation
dc.identifier.legacyfulltexthttps://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1033&context=gsn_diss&unstamped=1
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/gsn_diss/25
dc.legacy.embargo2012-06-11T00:00:00-07:00
dc.identifier.contextkey3063001
refterms.dateFOA2022-08-27T04:56:24Z
html.description.abstract<p>The purpose of this qualitative study was to explore school nurses’ (SN) perceptions of factors influencing their ability to identify, refer, and provide mental health services to students with <em>early</em> signs of mental, emotional, and behavioral (MEB) needs. The National Research Council and Institute of Medicine have urged a <em>preventive</em> public health approach to decrease adverse outcomes of unidentified and untreated MEB needs among children (O’Connell, 2009). Historically and theoretically based in public health, SN have daily contact with students and are in an optimal location for early identification, referral and provision of services, yet little empirical research describing their role is available.</p> <p>Five focus groups with 29 SN were conducted and four themes emerged through analysis of data: <em>Frequent flyers</em> : student visits to SN offices, the observations that alert SN to potential MEB needs; <em>Digging to get the whole picture</em> : the process SN frequently used to collect information necessary to confirm MEB needs; <em>Road to referral</em> : the resources used and barriers encountered within the referral process; and, <em>Safety zone</em> : the important role SN play in the provision of services to students with early signs of MEB needs. Within the provision of services was a collective subtheme across all five focus groups: <em>What we need to better help our kids.</em> In this category SN identified their educational limitations and learning needs, as well as potential strategies to improve provision of services for students with MEB needs.</p> <p>The findings of this study provide a lens into the complex and little explored are of early identification, referral and intervention processes used by SN to care for students with MEB needs. Understanding the role of the SN is a critical first step towards improving outcomes.</p>
dc.identifier.submissionpathgsn_diss/25
dc.contributor.departmentGraduate School of Nursing


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