The Relationship of Education, Years of Experience, and School Nursing Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/554091
Category:
Full-text
Type:
Dissertation
Level of Evidence:
Other
Research Approach:
Quantitative Research
Title:
The Relationship of Education, Years of Experience, and School Nursing Practice
Author(s):
Cruise, Erin Gooding
Lead Author STTI Affiliation:
Epsilon Psi
Advisors:
Redican, Kerry; Stratton, Richard; Lepczyk, Billie; Carter, Kimberly Ferren
Author Details:
Erin G. Cruise, PhD, RN, NCSN, email: ecruise@radford.edu, alternative email: erincruise@i-plus.net
Abstract:

Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner’s Novice-to-Expert Frameworkemphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nursing care. This study investigated what knowledge school nurses considered important to competent practice when responding to the National Board for Certification of School Nurses 2007 Role Delineation Survey and whether there are differences in how school nurses responded to these questions based on their educational and experiential backgrounds.

Methods: This was a quantitative, non-experimental exploratory study involving secondary analysis of the survey data. Demographics were analyzed using descriptive statistics. Non-parametric statistical procedures (Fisher’s Exact Test) were used to see if the 399 subjects’ answers to 32 knowledge questions on the survey differed based on education level, years of general nursing experience, and years of school nursing experience.

Results: Most subjects indicated that 27 of the 32 knowledge areas were moderately or extremely important for competent school nursing practice. Results of Fisher’s Exact Test indicated differences on two items based on the education level of the respondents and differences on two items based on years of experience in school nursing, but no significant differences were found based on years of overall nursing experience. Communication skills in counseling had a significant difference based on both education level and years of school nursing experience; but it was impossible to tell which was more significant.

Conclusions: This study contributes to the body of knowledge about school nursing and what this sample of school nurses perceived as important knowledge for competent practice. However, this analysis of differences in answers given to the survey knowledge questions does not settle the debate of whether there are differences in nurse perceptions based on education level or experience.

Keywords:
School Nursing; Nursing Education; Nursing Experience; Nursing Practice; Patricia Benner; Novice to Expert; Bachelor of Science in Nursing
MeSH:
School Nursing; Education, Nursing; Nursing Knowledge
Repository Posting Date:
18-May-2015
Date of Publication:
31-Oct-2013
Citation:
Cruise, E.G.(2013, October). The relationship of education, years of experience, and school nursing practice (Doctoral dissertation). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/554091
Description:
Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction. Dissertation committee: Dr. Kerry Redican (chair), Dr. Kimberly Carter, Dr. Billie Lepczyk, and Dr. Richard Stratton.
Note:
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Grantor:
Virginia Polytechnic Institute and State University
Degree:
PhD

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typeDissertationen
dc.evidence.levelOtheren
dc.research.approachQuantitative Researchen
dc.titleThe Relationship of Education, Years of Experience, and School Nursing Practiceen_US
dc.contributor.authorCruise, Erin Gooding-
dc.contributor.departmentEpsilon Psien
dc.contributor.advisorRedican, Kerry-
dc.contributor.advisorStratton, Richard-
dc.contributor.advisorLepczyk, Billie-
dc.contributor.advisorCarter, Kimberly Ferren-
dc.author.detailsErin G. Cruise, PhD, RN, NCSN, email: ecruise@radford.edu, alternative email: erincruise@i-plus.neten_GB
dc.identifier.urihttp://hdl.handle.net/10755/554091-
dc.description.abstract<p>Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner’s <em>Novice-to-Expert Framework</em>emphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nursing care. This study investigated what knowledge school nurses considered important to competent practice when responding to the National Board for Certification of School Nurses <em>2007 Role Delineation Survey</em> and whether there are differences in how school nurses responded to these questions based on their educational and experiential backgrounds.</p> <p>Methods: This was a quantitative, non-experimental exploratory study involving secondary analysis of the survey data. Demographics were analyzed using descriptive statistics. Non-parametric statistical procedures (Fisher’s Exact Test) were used to see if the 399 subjects’ answers to 32 knowledge questions on the survey differed based on education level, years of general nursing experience, and years of school nursing experience.</p> <p>Results: Most subjects indicated that 27 of the 32 knowledge areas were moderately or extremely important for competent school nursing practice. Results of Fisher’s Exact Test indicated differences on two items based on the education level of the respondents and differences on two items based on years of experience in school nursing, but no significant differences were found based on years of overall nursing experience. Communication skills in counseling had a significant difference based on both education level and years of school nursing experience; but it was impossible to tell which was more significant.</p> <p>Conclusions: This study contributes to the body of knowledge about school nursing and what this sample of school nurses perceived as important knowledge for competent practice. However, this analysis of differences in answers given to the survey knowledge questions does not settle the debate of whether there are differences in nurse perceptions based on education level or experience.</p>en_GB
dc.subjectSchool Nursingen_GB
dc.subjectNursing Educationen_GB
dc.subjectNursing Experienceen_GB
dc.subjectNursing Practiceen_GB
dc.subjectPatricia Benneren_GB
dc.subjectNovice to Experten_GB
dc.subjectBachelor of Science in Nursingen_GB
dc.subject.meshSchool Nursingen_US
dc.subject.meshEducation, Nursingen_US
dc.subject.meshNursing Knowledgeen_US
dc.date.available2015-05-18T20:39:51Z-
dc.date.issued2013-10-31-
dc.date.accessioned2015-05-18T20:39:51Z-
dc.identifier.citationCruise, E.G.(2013, October). The relationship of education, years of experience, and school nursing practice (Doctoral dissertation). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/554091en
dc.identifier.citationCruise, E.G.(2013, October). The relationship of education, years of experience, and school nursing practice (Doctoral dissertation). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/554091en
dc.descriptionDissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction. Dissertation committee: Dr. Kerry Redican (chair), Dr. Kimberly Carter, Dr. Billie Lepczyk, and Dr. Richard Stratton.en_US
dc.description.noteThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelPhDen
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