Schools
https://oxfordhealth-nhs.archive.knowledgearc.net/handle/123456789/250
2024-03-28T08:12:01ZLearning from school nursing practices and new ways of working during the COVID-19 pandemic: A qualitative study
https://oxfordhealth-nhs.archive.knowledgearc.net/handle/123456789/1267
Learning from school nursing practices and new ways of working during the COVID-19 pandemic: A qualitative study
Harrold, Tikki
Aims:
To explore school nurses' experiences during the COVID-19 pandemic, focusing on: methods enabling service delivery, factors affecting school nurses' ability to support children, work with the interdisciplinary team, what pandemic-related practice changes should endure.
Design/method:
The study took a pragmatic approach. A purposive sample of 20 school nurses participated across ten virtual focus groups and one-to-one interviews. Data were analysed using reflexive thematic analysis.
Results:
Four overarching themes were identified: the impact and legacy of COVID-19 on children and families' health; the rapid restructure of service delivery; workforce challenges; the school nurse profile before, during, and after the pandemic.
Conclusions:
Recommendations are made for considered use of virtual modes to enhance rather than replace in-person practice, building a robust evidence base that can inform future commissioning, clear guidance regarding the boundaries of school nursing practice in the context of increasing workloads, investing in the school nurse workforce going forwards.
Available with an NHS OpenAthens log in for eligible users
2023-05-01T00:00:00ZExternal Locus of Control but not Self-Esteem Predicts Increasing Social Anxiety Among Bullied Children
https://oxfordhealth-nhs.archive.knowledgearc.net/handle/123456789/1226
External Locus of Control but not Self-Esteem Predicts Increasing Social Anxiety Among Bullied Children
Graham, Belinda; Ehlers, Anke
Background: Elevated social anxiety is more likely among bullied children than those who have not been bullied but it is not inevitable and may be influenced by cognitive factors. Lower self-esteem and more external locus of control are associated with bullying and social anxiety but the impact of these factors over time among bullied children is less clear.
Method: Children from the UK Avon Longitudinal Study of Parents and Children (ALSPAC) reported bullying experiences at age 8 (n = 6,704) and were categorized according to level of bullying exposure. The impact of self-esteem and locus of control on social anxiety was assessed up to age 13 across the bullying exposure groups using multi-group latent growth curve analysis. Complete data was available for 3,333 participants.
Results: More external locus of control was associated with a steeper increase in social anxiety among severely bullied children [B = .249, p = .025]. Although self-esteem at age 8 was associated with existing social anxiety it did not predict later increases in social anxiety.
Conclusion: These results indicate that beliefs about lack of personal control among severely bullied children may contribute to increasing social anxiety over time. Exploring related cognitions may be helpful in this potentially vulnerable group.
PMC freely available
2022-06-01T00:00:00ZSchool Nurse Perspectives of Working with Children and Young People in the United Kingdom during the COVID-19 Pandemic: An Online Survey Study
https://oxfordhealth-nhs.archive.knowledgearc.net/handle/123456789/1221
School Nurse Perspectives of Working with Children and Young People in the United Kingdom during the COVID-19 Pandemic: An Online Survey Study
Harrold, Tikki
School nurses are public health specialists with an integral role in the safeguarding of children and young people. This study gathered information about school nurses’ approaches to overcome practice restrictions as a result of COVID-19. A cross-sectional survey was administered to school nurses across the United Kingdom. Quantitative data were analysed descriptively. Qualitative data (free-text responses to open-ended questions) were analysed using reflexive thematic analysis. Seventy-eight participant responses were included in the analysis. Quantitative data highlighted increased workloads; decreased contact with service users; and difficulties in identifying safeguarding needs and working with known vulnerable children. Through qualitative data analysis, five themes were identified: a move from preventive to reactive school nursing; professional challenges of safeguarding in the digital context; the changing nature of inter-professional working; an increasing workload; and reduced visibility and representation of the child. The findings call for advocacy by policymakers and professional organisations representing school nurses to enable this professional group to lead in the evolving public health landscape; for commissioning that recognises the school nurse as a specialist public health practitioner; and for sufficient numbers of school nurses to respond to the emergent and ongoing health needs of children and young people.
Open Access
2022-12-01T00:00:00ZPrimary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances
https://oxfordhealth-nhs.archive.knowledgearc.net/handle/123456789/1197
Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances
Williamson, Victoria; Creswell, Cathy
Few children with mental health problems access evidence-based interventions. Primary schools may be an ideal setting to improve access to treatment through screening and intervention programmes, but some families’ circumstances and experiences may increase barriers to benefiting from this approach. Interviews were carried out with parents of children living in potentially challenging circumstances, including foster and military-connected families. We aimed to explore parent perceptions of a school-based screening/intervention programme and potential barriers to uptake. Parents described that due to their past experiences, that they might not trust or engage with a school-based screening/intervention. Nonetheless, parents considered that the delivery of a sensitive school screening/intervention programme might provide an opportunity for schools to strengthen their relationship with families. These findings highlight the need for future school-based screening/intervention programmes for child mental health to consider the needs of families of children from varied circumstances, and ensure steps are taken to promote trust.
Open access
2022-10-01T00:00:00Z