Canada does not have enough aboriginal nurses and aboriginal nursing faculty. Consequently, there is an inadequate number of nurses to meet both on- and off-reserve and community health care staffing needs. In 2002, Health Canada asked the Canadian Association of University Schools of Nursing to facilitate a national task force that would examine aboriginal nursing in Canada. The task force engaged in an extensive literature review, conducted a national survey of nursing programs, and explored recruitment and retention strategies. In 2007, the association prepared an update on the current status. In this article, the authors review the progress made during the intervening five years in the recruitment, retention and education of aboriginal nursing students.
The purpose of the study was to describe school personnel's experiences of caring for youth with diabetes type 1.
A qualitative design was chosen for this study. Data were collected with individual interviews that were subjected to inductive qualitative content analysis. The sample consisted of 24 school personnel (teachers, principals and school nurses) from Swedish schools. All had experience with youth aged 6 to 18?years old with diabetes type 1.
School personnel experienced caring for youth with diabetes type 1 as "Being facilitators in a challenging context" and described establishing trusting relationships, finding strategies to support self-care, feeling uncertain and incapable in need of education, and dealing with unclear responsibility.
School personnel (teachers, principals and school nurses) are key professionals supporting youth with diabetes type 1 and self-care in school. Lack of education and unclear responsibility created feelings of uncertainty and insecurity for school personnel and a need for mandatory education of school personnel regarding T1DM and self-care, including legislation was identified.
Mandatory education should be provided for all school personnel regarding diabetes type 1, self-care and current legislation. A liason position in form of a nurse specialist should manage the education.
Community health nursing in China is an emerging specialty. A multi-component collaborative endeavor between the Schools of Nursing of Tianjin Medical University, China, and the University of Ottawa, Canada is described. This project, funded by the Canadian International Development Agency, commenced in 1989. It has laid the groundwork for an expanded role for community health nurses in Tianjin, a municipality of 11 million people located in Northeast China. The historical context for the evolution of community health nursing in China and the emergence of community health nursing as a priority area within the project are described. Major project activities are highlighted, illustrating several underlying principles for strengthening the educational preparation of baccalaureate nurses who can apply community health skills. These include creating a critical mass of faculty who can teach community health nursing, modelling classroom and clinical teaching of community health nursing, bridging the gap between nursing in the community and nursing, in the hospital, and developing a prototype for baccalaureate community health nursing experience. Lessons learned from this initiative are summarized.
The purpose of this study was to evaluate mothers' and fathers' perception of their child's health-related quality of life (HRQOL) among 10- to 12-year-old Icelandic children with or without chronic health condition or illness. A total of 912 Icelandic parents (510 mothers and 402 fathers) and 480 children (209 boys and 271 girls) participated in the study. The Icelandic fathers of children who visited the school nurse over a period of 1 week perceived HRQOL of their children to be significantly lower than the mothers. A gender difference was found between the parents; mothers perceived their children to have significantly higher school functioning than fathers. Both mothers and fathers of children with chronic health condition/illness perceived their children to have significantly lower HRQOL than did the parents of children without a chronic health condition. The findings underline the importance for school nurses to develop and test interventions for school-age children with chronic health conditions or illnesses.
This paper deals with research on cooperation with the school nurse described by sixth graders. The data were collected via six focus group interviews in 2003-2004. Twenty-two sixth graders (aged 11-12 years) participated in the research. The data were analysed by the constant comparison method based on grounded theory. The analysis yielded a number of concepts that describe the basis of the cooperation: the trusted expertise of the school nurse, informative interaction with the family and knowing the family situation. The cooperation consisted of supporting the pupil's growth and development, need for individual counselling and supporting coping at school. The cooperation was characterized by an open atmosphere and friendliness, a low level of reciprocity, the school nurse's stereotyped activities and respect for the pupil's privacy. Pupils' experiences and perspectives can be used to develop more holistic strategies for the school health service.
Cultural competence and cultural safety are essential knowledge in contemporary nursing care. Using a three-phase, mixed methods sequential triangulation design, this study examines the extent to which Anglophone Schools of Nursing in Canada have integrated cultural competence and/or cultural safety into the undergraduate nursing curricula. Factors that influence successful integration are identified through the lens of Donabedian's structure, process, and outcome model. Results suggest that several facilitating factors are present, such as leadership, partnerships and linkages, and educational supports for students. Of particular concern is the lack of policies to recruit and retain Aboriginal faculty, financial resources, and outcome evaluation indicators. A conceptual model of integration is offered to explain how Schools of Nursing function to support the implementation of these concepts into their curriculum. This study provides theoretical and practical implications for initiation and improvement of cultural competence and/or cultural safety integration strategies in Schools of Nursing.