An Exploration of School Nurse Role in Secondary Girls Schools in Bahrain

LIFE: International Journal of Health and Life-Sciences
ISSN 2454-5872
Faten Ali A.Rahim Hassani

Regular Issue Vol. 3 Issue 1, pp. 12 - 17
Date of Publication: 15th March, 2017
DOI-https://dx.doi.org/10.20319/lijhls.2017.31.1217
AN EXPLORATION OF SCHOOL NURSE ROLE IN

SECONDARY GIRLS SCHOOLS IN BAHRAIN
Faten Ali A.Rahim Hassani
Royal College of Surgeons in Ireland - Medical University of Bahrain, Kingdom of Bahrain
[email protected]
Abstract
The main role of the school nurse is to promote the health and wellbeing of students. Good
health, in turn, fosters better academic outcomes. However, many schools in the Kingdom of
Bahrain do not have school nurses. The few that have lack clear guidelines on their roles and
responsibilities. The aim of this qualitative study was to explore the roles of school nurses in
Bahrain and the barriers they encounter in their work. The study recruited 10 secondary school
nurses and gathered their responses using semi-structured interviews. The responses were
analysed using Burnards four-stage thematic analysis framework. The study found the main
roles of school nurses are providing direct health care to students and staff, organising health
promotion programs and surveillance of infectious diseases. The main barriers to school nurses
are role conflict, the lack of professional autonomy and collaboration, and high student-nurse
ratio. The study concluded that professional nursing programs and structured coordination
between the Ministries of Health and Education are important to ensure school nurses clearly
understand their roles and to improve their service delivery.
Keywords
School Nurse, School Nursing, School Health Program, Bahraini Secondary School Nurses,
Nursing Professional Program, Professional Autonomy, Collaboration.
2017 The author and GRDS Publishing. All rights reserved. 12

Available Online at: http://grdspublishing.org/
ISSN 2454-5872
1. Introduction
In developed countries, the role of school nurses has become more comprehensive. They
ensure students are healthy, safe and ready to learn (National Association of School Nurses
[NASN], 2017). They achieve this by intervening on health problems, providing health
education, ensuring a healthy learning environment and managing chronic illnesses (American
Academy of Paediatrics, 2016).
In Bahrain, many schools do not have nurses. The few that have lack clear guidelines on
their roles and responsibilities (Faten, 2013). This is despite a strategic plan for school nursing
program jointly implemented by the Ministry of Health and the Ministry of Education in 2000
(Al-Hajeri et al., 2009). Many factors could be affecting a successful implementation of the
school nursing program. The specific objectives of this study are as follows:
To explore the roles of secondary school nurses in Bahrain.
To identify barriers encountered by nurses in secondary schools in Bahrain.
The present study intended to understand the roles of the school nurse in Bahrain and the
factors that hinder them from performing their roles. The study used two theories to underpin
research. The first theory was the Job Characteristics Model (Hackman & Oldham, 1975). The
model was helpful to identify and describe the roles school nurses perceived as important to their
job. The second theory was the Hierarchy of Needs (Maslow, 1995). The theory was helpful to
understand barriers to the roles of nurses. Barriers were the needs that nurses perceived their jobs
have not satisfied.
2. Methodology
This study adopted the qualitative research method. The target population was 13 school
nurses in secondary girls schools in Bahrain. All had enrolled in Bahrainis Health School
Program. Ten participated, which Polit et al. (2001) indicate is sufficient to gather in-depth and
diverse views. The study received approval from ethics committees in the Medical University of
Bahrain, the Royal College of Surgeons in Ireland and the Ministries of Education and Health.
Prior to the study, a pilot test with one school nurse was done to assess the appropriateness and
completeness of the questions as suggested by Gerrish and Lacey (2010). All participants signed
informed consent form before participating in a semi-structured interview. Their responses was

ISSN 2454-5872
analysed using Burnards (2004) four-stage thematic analysis framework: coding, identifying
themes, refining themes and mapping thematic relationships.
3. Findings and Discussion of Findings

Two major themes and four subthemes emerged from the analysis of interview responses.
Theme 1: The role of Bahraini school nurse.
The need for nursing professional programs.
Improve organisation structure.
Theme 2: Role conflicts of Bahraini school nurse.
Lack of professional autonomy and collaboration.
Ratio of students to Bahraini secondary school nurses.
3.1 The Role of Bahraini Secondary School Nurse
The role of the school nurse has become comprehensive. It is no longer restricted to the
provision of healthcare. It is more about advancing the well-being and educational achievement
of students (Adams, 2009; NASN, 2017). However, in Bahraini secondary schools, the main
roles of the school nurse is predominantly meeting the healthcare needs of students and staff.
They provide direct healthcare to students and staff, especially managing medications and
keeping medical records. They also organise health programs and coordinate surveillance of
infectious diseases. maintaining the required medications students, teachers, and
workers medical history providing medical treatment and health education (Participant 9).
To understand their roles and to improve service delivery, nurses indicated they need
professional nursing programs. They find the current training is less helpful when they transition
from a hospital to a school setting. We have taken the school health course but its not
enough. I think we need further physical examination skills (Participant 9). Im asking for the
BS and other courses in order to improve myself and learn more in order to provide better
services (Participant 8). Nurses also pointed out that a supportive organisation structure would
help define their roles. They cite the lack of coordination between the Ministries of Health and
Education increases their workload. There is no coordination between the Ministry of Health and
the Ministry of Education whatsoever (Participant 5). I also have to complete the reports
for both ministries (Participant 2).

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3.2 Role Conflicts in Bahraini Secondary School Nurses

Role conflict is common where there are no clear guidelines on nurses roles and
responsibilities (Clausson et al., 2003; Lineberry & Ikes, 2015). It is a significant barrier to
nurses in Bahraini secondary schools. Nurses are assigned extra roles that conflict with their
official roles. we have more duties to do, which is overloading us, like the administrative
work being a member of a lot of committees, (Participant 8). Nurses also identified the lack of
professional autonomy and collaboration as another significant barrier. There is no support from
the school (Participant 3). The social workers refuse to help when I send a student to them
(Participant 9). High student-nurse ratio was another significant barrier. If the ratio of social
health worker is 2:1,000 and the ratio of the school nurse is 1:1,000, its unfair. (Participant 2).
For 1,060 students, there are four social workers and only one nurse (Participant 8).
4. Conclusion
The main role of the school nurses in Bahraini secondary schools is to meet healthcare
needs of students and staff. They provide medication, manage medical records, promote health
programs and survey infectious disease. However, role conflict, the lack of professional
autonomy and collaboration, and high student-nurse ratio affect the execution of their roles.
Nurses would improve their service if they had professional nursing programs and better
coordination between the Ministries of Education and Health.
5. Further Research
The main limitation of this study was the omission of nurses in primary and intermediate
public schools. Their inclusion would have provided a holistic understanding of the roles and
barriers to school nursing. A future study could be a cross-section empirical research using a
sample of school nurses from both primary and secondary schools to assess whether the present
findings could be generalised to all Bahraini schools. Alternatively, a future study could also
examine the impact of professional autonomy and collaboration on job satisfaction of school
nurses in Bahraini.

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REFERENCES
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American Academy of Paediatrics. (2016). The role of the school nurse in providing school
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LIFE: International Journal of Health and Life-Sciences

Faten Ali A.Rahim Hassani

AN EXPLORATION OF SCHOOL NURSE ROLE IN

2017 The author and GRDS Publishing. All rights reserved. 12

2017 The author and GRDS Publishing. All rights reserved. 13

3. Findings and Discussion of Findings

2017 The author and GRDS Publishing. All rights reserved. 14

3.2 Role Conflicts in Bahraini Secondary School Nurses

2017 The author and GRDS Publishing. All rights reserved. 15

2017 The author and GRDS Publishing. All rights reserved. 16

2017 The author and GRDS Publishing. All rights reserved. 17

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