Abstract
School nurses are involved in a complex framework of interactions with students, other professionals, parents and administrators. Trust between nurse and student is critical for interaction effectiveness. Little extant research examines trust in this setting, or interactions between students and nurses. The goal of this study was to understand through phenomenology the process of engendering trust in school nurse—high school student interactions. The qualitative approach explored school nurse perceptions of experiences interacting with students, yielding insights into nurse and setting based factors contributing to the development of trust. Subthemes within these included key behaviours and attributes enhancing trust engenderment in school nurse—student interactions. Interactionist analysis of nurse interactions allowed for the development of three models of school nurse effectiveness. Study findings were well supported by the extant nursing and psychological research literature. Nurses that purposefully strive to engender trust in young people will maximize adolescent health results.
Sigma Membership
Non-member
Type
Thesis
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
School Nurses, Nurse-Student Trust, Nurse-Client Relationships, Trustworthiness
Advisor
Mary Ann Glendon
Second Advisor
Olive Santavenere
Degree
Master's
Degree Grantor
Southern Connecticut State University
Degree Year
2009
Recommended Citation
Summach, Anne H. J., "Understanding engendered trust: Facilitating school-nurse trustworthiness behaviors" (2021). Theses. 80.
https://www.sigmarepository.org/theses/80
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-12-22
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 1468520; ProQuest document ID: 305140078. The author still retains copyright.