School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions

Camille Brown, Wendy S Looman, Ann E Garwick

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


The purpose of this study was to explore school nurse perceptions of the nurse–family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses’ perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.

Original languageEnglish (US)
Pages (from-to)96-106
Number of pages11
JournalJournal of School Nursing
Issue number2
StatePublished - Apr 1 2019

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by a grant from the University of Minnesota School of Nursing Foundation.

Publisher Copyright:
© The Author(s) 2017.

Copyright 2019 Elsevier B.V., All rights reserved.


  • ADHD/behavior disorders
  • asthma
  • elementary
  • parent/family
  • school nurse knowledge/perceptions/self-efficacy


Dive into the research topics of 'School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions'. Together they form a unique fingerprint.

Cite this