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dc.contributor.advisorJordan, Will J.
dc.creatorCurry, Tamika
dc.date.accessioned2020-11-03T16:23:42Z
dc.date.available2020-11-03T16:23:42Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2740
dc.description.abstractAs new approaches to practice become available for school nurses, urban school districts must address the need to provide facilitators for the dissemination and adoption of new evidenced based practice models. With instructional capacity, curriculum challenges, and school climate at the center of the decision making of educational leaders, the needs of school health become neglected. As new innovations become available, school nurses working in urban school districts often rely on individual continuing education to access new ideas due to barriers that exist in urban schools with limited funding and resources. This dissertation research had two primary aims: (1) expand current research regarding specific barriers and facilitators to practice, and (2) to better understand the school nurses’ adoption of the Framework for the 21st Century School Practicing Nurse in an urban school district. This framework addresses the specific needs of the school nurse working in an evolving educational health setting. Using a descriptive and inferential quantitative design with a convenience sample of school nurses in the School District of Philadelphia (SDP), participants completed an online survey designed to examine awareness, agreement, and alignment with the framework, as well as barriers and facilitators of adoption. The results revealed differences in level of awareness of the framework across various demographic groups within the SDP. After presenting the framework to participants, school nurses agreed with the importance of fully aligning practice. Further, there were variations in level of importance regarding specific practice components of the framework. Participants identified facilitators and barriers that impacted their ability to fully align school nursing practice with the framework.
dc.format.extent134 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectNursing
dc.subjectEducation
dc.subjectPublic Health
dc.subjectBarriers
dc.subjectFacilitators
dc.subjectFramework
dc.subjectSchool Nurse
dc.subjectSchool Nursing Practice
dc.subjectUrban Schools
dc.titleAdopting Innovative Approaches to Care: Facilitators & Barriers of School Nursing Practice in an Urban School District
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberCucchiara, Maia Bloomfield
dc.contributor.committeememberHindman, Annemarie H.
dc.contributor.committeememberRuggieri, Dominique G.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2722
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-03T16:23:42Z


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