School Nurse Well-Being as a Workplace-Embedded Outcome: A Collective Qualitative Case Study.
Work-related stress has been examined in traditional healthcare settings, yet the well-being of school nurses remains underexplored. This collective qualitative case study examined workplace factors and school nurses’ psychological well-being. Data collection was guided by the Neuman Systems Model u...
| Publicado en: | Journal of School Nursing p. 1 |
|---|---|
| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Sage Publications Inc.
Jun2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194796694&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194796694 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10598405 GTY jtl: Journal of School Nursing issn: 10598405 maglogo: Y pubinfo: dt: Jun2026 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 194796694 10.1177/10598405261460923 194796694 ppf: 1 formats: fmt: @attributes: type: P tig: atl: School Nurse Well-Being as a Workplace-Embedded Outcome: A Collective Qualitative Case Study. aug: au: Gibbons, Julie Wayne Acosta-Price, Olga Maughn, Erin D. Wallington, Sherrie Flynt affil: 14727 George Washington University School of Nursing , Washington, DC, USA sug: ab: Work-related stress has been examined in traditional healthcare settings, yet the well-being of school nurses remains underexplored. This collective qualitative case study examined workplace factors and school nurses’ psychological well-being. Data collection was guided by the Neuman Systems Model using sociodemographic questionnaires, semi-structured interviews, and journaling to explore intra-, inter-, and extra-personal workplace factors. This manuscript reports findings from questionnaire, interview, and journal data. Results showed that well-being was achieved through organizational and relational conditions rather than individual coping alone. Team membership, professional recognition, role clarity, and schedule flexibility promoted psychological security through inclusion in decision-making, respect for clinical expertise, and clear reporting structures. Exclusion, role ambiguity, and limited authority undermined well-being. Relationships with students provided meaning that sustained school nurses’ commitment to the profession despite rising medical acuity and workload. These findings highlight the need for structural workplace interventions to support school nurse well-being and ensure safe student care. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|