The Intersection of Health and Education for Children Who Are Medically Fragile

2.50
Hdl Handle:
http://hdl.handle.net/10755/152606
Type:
Presentation
Title:
The Intersection of Health and Education for Children Who Are Medically Fragile
Abstract:
The Intersection of Health and Education for Children Who Are Medically Fragile
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Rehm, Roberta S., PhD, RN
P.I. Institution Name:University of California
Title:Assistant Professor
Purpose: The purpose of this secondary analysis was to identify and describe how families, nurses, and educators worked together and separately to facilitate educational goals for children who were both technology dependent and developmentally delayed. This presentation will report strategies used by parents, nurse case managers, school nurses, and teachers to facilitate academic growth while maintaining health and safety. Background: All children are legally entitled to an appropriate public education regardless of health and developmental status; yet, providing a nurturing, safe environment that facilitates development is challenging when children are fragile and dependent on skilled care. Nurse case managers work with families and schools to facilitate enrollment, and educators and school nurses must provide services that maintain children's health and allow academic progress while maximizing parental trust. Design and Methods: Two field studies were conducted, including parent interviews in family homes, and multiple site visits at 5 elementary schools and 1 high school in an urban school district in the Western U.S. Formal interviews included 26 mothers, 5 fathers, 8 nurse case managers, 7 school nurses, and 14 teachers. Eleven children were observed over the course of one school day. Thematic analysis was applied to interview and field note data Results: The overarching themes of care at school were balancing complex needs and advocacy for specific requirements of individual children. Balancing occurred as parents sought social and skill building opportunities, yet feared for childrens' safety. Educators balanced the need to provide total care with the desire for academic progress. Parents, nurses, and teachers advocated for programs based on the health and skills of individual children. Implications: Parents, nurses, and educators need skills in juggling complex negotiations that affect the health of children with multifaceted needs. Policy at every level must be directed to facilitating positive health and educational outcomes.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Intersection of Health and Education for Children Who Are Medically Fragileen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152606-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Intersection of Health and Education for Children Who Are Medically Fragile</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Rehm, Roberta S., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of California</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">roberta.rehm@nursing.ucsf.edu</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The purpose of this secondary analysis was to identify and describe how families, nurses, and educators worked together and separately to facilitate educational goals for children who were both technology dependent and developmentally delayed. This presentation will report strategies used by parents, nurse case managers, school nurses, and teachers to facilitate academic growth while maintaining health and safety. Background: All children are legally entitled to an appropriate public education regardless of health and developmental status; yet, providing a nurturing, safe environment that facilitates development is challenging when children are fragile and dependent on skilled care. Nurse case managers work with families and schools to facilitate enrollment, and educators and school nurses must provide services that maintain children's health and allow academic progress while maximizing parental trust. Design and Methods: Two field studies were conducted, including parent interviews in family homes, and multiple site visits at 5 elementary schools and 1 high school in an urban school district in the Western U.S. Formal interviews included 26 mothers, 5 fathers, 8 nurse case managers, 7 school nurses, and 14 teachers. Eleven children were observed over the course of one school day. Thematic analysis was applied to interview and field note data Results: The overarching themes of care at school were balancing complex needs and advocacy for specific requirements of individual children. Balancing occurred as parents sought social and skill building opportunities, yet feared for childrens' safety. Educators balanced the need to provide total care with the desire for academic progress. Parents, nurses, and teachers advocated for programs based on the health and skills of individual children. Implications: Parents, nurses, and educators need skills in juggling complex negotiations that affect the health of children with multifaceted needs. Policy at every level must be directed to facilitating positive health and educational outcomes.</td></tr></table>en_GB
dc.date.available2011-10-26T11:42:36Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:42:36Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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