Characteristics of Students Requiring Specialized Physical Health Care Services

2.50
Hdl Handle:
http://hdl.handle.net/10755/157652
Type:
Presentation
Title:
Characteristics of Students Requiring Specialized Physical Health Care Services
Abstract:
Characteristics of Students Requiring Specialized Physical Health Care Services
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Talbott, Suzette Z., RN, MSN, PhD(c)
P.I. Institution Name:Azusa Pacific University, Doctoral of Philosophy in Nursing
Title:School Nurse
Contact Address:701 East Foothill Boulevard, School of Nursing, Azusa, CA, 91702, USA
Contact Telephone:661-250-8335
Background: With the enactment of recent legislation, school districts provide education for students with disabilities who require specialized physical health care services. The need for these health care services may lead these students to feel different from and by their peers. However, few studies have addressed their unique physical, psychological [teasing, school connectedness, health-related quality of life], emotional, and educational (academic achievement, and attendance) characteristics.  Therefore, the purpose of this study is to describe the characteristics of and the relationships between the psychological [teasing, school connectedness, health-related quality of life (HRQOL)], and educational (academic achievement, and attendance) variables for students who require specialized physical health care services in the regular school setting. Conceptual Basis: King's Conceptual Framework for Nursing and Theory of Goal Attainment guided the selection of variables and their relationships. Specifically, the personal system variables [teasing, school connectedness, HRQOL determined the psychological variables of interest for this study. King?s Theory of Goal Attainment provided the framework for the educational outcome variables (academic achievement, and attendance). Methods: A cross-sectional, descriptive survey design will be used among a purposive sample of multiethnic students (8-22 years old) who receive specialized physical health care services in a southern California school district. A sample size of 77 subjects is required to detect a moderate effect (a = .05, power = .80). Student perceptions of teasing (PARTS-R), school connectedness (SCS), and HRQOL (PedsQLTM) will be assessed by self-report questionnaires administered in the home. Academic achievement and attendance will be abstracted from the most recent grade reports. Demographic data [age, gender, grade level, ethnicity, school lunch program participation (if any), primary disability eligibility for special education services, medical diagnosis, mobility status, protocols required, number, time and person to perform the protocol(s)] will be obtained from the school district databases. Data analyses will include descriptive, correlational and regression computations with SPSS version 15.0 for Windows Grad Pack. Implications: These students present a particular challenge to school nurses and this study may optimize their understanding of these students' health care issues, educational experiences and HRQOL. Students will provide this self report data and give voice to their perceptions of the school experience.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCharacteristics of Students Requiring Specialized Physical Health Care Servicesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157652-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Characteristics of Students Requiring Specialized Physical Health Care Services</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Talbott, Suzette Z., RN, MSN, PhD(c)</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Azusa Pacific University, Doctoral of Philosophy in Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">School Nurse</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">701 East Foothill Boulevard, School of Nursing, Azusa, CA, 91702, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">661-250-8335</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sztalbott@apu.edu, suzette.talbott@lausd.net</td></tr><tr><td colspan="2" class="item-abstract">Background: With the enactment of recent legislation, school districts provide education for students with disabilities who require specialized physical health care services. The need for these health care services may lead these students to feel different from and by their peers. However, few studies have addressed their unique physical, psychological [teasing, school connectedness, health-related quality of life], emotional, and educational (academic achievement, and attendance) characteristics.&nbsp; Therefore, the purpose of this study is to describe the characteristics of and the relationships between the psychological [teasing, school connectedness, health-related quality of life (HRQOL)], and educational (academic achievement, and attendance) variables for students who require specialized physical health care services in the regular school setting. Conceptual Basis: King's Conceptual Framework for Nursing and Theory of Goal Attainment guided the selection of variables and their relationships. Specifically, the personal system variables [teasing, school connectedness, HRQOL determined the psychological variables of interest for this study. King?s Theory of Goal Attainment provided the framework for the educational outcome variables (academic achievement, and attendance). Methods: A cross-sectional, descriptive survey design will be used among a purposive sample of multiethnic students (8-22 years old) who receive specialized physical health care services in a southern California school district. A sample size of 77 subjects is required to detect a moderate effect (a = .05, power = .80). Student perceptions of teasing (PARTS-R), school connectedness (SCS), and HRQOL (PedsQLTM) will be assessed by self-report questionnaires administered in the home. Academic achievement and attendance will be abstracted from the most recent grade reports. Demographic data [age, gender, grade level, ethnicity, school lunch program participation (if any), primary disability eligibility for special education services, medical diagnosis, mobility status, protocols required, number, time and person to perform the protocol(s)] will be obtained from the school district databases. Data analyses will include descriptive, correlational and regression computations with SPSS version 15.0 for Windows Grad Pack. Implications: These students present a particular challenge to school nurses and this study may optimize their understanding of these students' health care issues, educational experiences and HRQOL. Students will provide this self report data and give voice to their perceptions of the school experience.</td></tr></table>en_GB
dc.date.available2011-10-26T20:04:30Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:04:30Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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