- 學位論文
學校護理人員照護國小慢性病學童之經驗探究
School nurses＇experience of taking care of the children with chronic illness
摘要
本研究旨在探討學校護理人員照護慢性病學童之經驗，以了解學校護理人員與慢性病學童建立的護病關係，能否幫助學童穩定疾病與強化其自我照顧能力，及不同角色的關內涵對此照護過程的直接或間接影響。針對六位研究參與者的深度訪談資料進行分析，以探討學校護理人員照護慢性病學童的過程內涵與階段性變化。 研究結果歸納出學校護理人員照護慢性病學童的過程可分為「萌生意念期」、「投入關懷與照顧期」、「情感轉折期」與「持續追蹤期」四個階段，而學校護護理人員在其中所建立的護病關係呈多元功能，包含｢照顧案童維持疾病穩定，帶給校園安心的氛圍｣、｢正確評估與判斷，啟動危機處理｣、｢聯繫與協調相關照顧者，共同給予持續性照顧｣、｢傳遞疾病知識，促使學習照顧行為｣、｢鼓勵與關懷，讓案童有正向改變與成長｣、｢整合照顧資源，提供完整的照顧｣、｢陪伴案童與照顧者，給予關懷與支持｣。除此之外，在每階段的照護歷程皆涵蓋家庭、老師、同儕、學校資源與醫師等照顧網絡，在不同場域提供多元的關懷與照顧，讓孩子獲得完整且適當的照顧。最後，根據本研究之結果，提出建議以供學校護理人員、病童家長及相關教育人員以及未來相關研究者參考。
並列摘要
This study aimed to investigate the school nurses’ experience of caregiving for the students with chronic illness. There were 2 questions that we had explored: 1). Did the nurse-patient relationship between the school nurse and the student with chronic illness during the caregiving process make the children’s illness more stable and strengthen their self-care ability? 2). Did other roles influence the caregiving process and the child’s health directly or indirectly? 6 participants were interviewed in depth, and the transcriptions were analyzed to investigate the development and content of caregiving process for the chronic-illness children. There were 4 stages for the caregiving process: “ideation initiated”, “caring involved”, “emotional transitted” and “continuous follow-up”. The nurse-patient relationship during the 4 stages had multiple functions, “caring the chronic-illness student to control his disease and to relieve the staffs in the campus”, “correct evaluation makethe crisis management in time”, “cooperating with the other caregivers to offer continuous care”, “teaching the knowledge about disease to facilitate the self-care behaviors”, “encouragement and caring the chronic-illness student to make positive change and growth”, “integrating the resources to provide more comprehensive care” and “accompanying with the chronic-illness student and caregivers to support them”. In addition, each stage of the caregiving process included the whole care network of family, teachers, classmates, school resources and doctors. They provided the diverse caregiving in different occasions for the student to get comprehensive and individualized care. Lastly, some recommendation according these findings were proposed for the school nurses, children’s parents, teachers and future researchers.