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Biomedical subjects

Karen Cleaver

Publications and source records attributed to Karen Cleaver.

3 recordsLinked to original sources
PubMed2005

Sexual health promotion: the barriers school nurses face.

This paper reports on the findings of a study which aimed to determine the contribution of school nurses to promoting sexual health within schools and whether occupational and professional boundaries impinged on the school nurses' ability to undertake this aspect of their role. The research was carried out across three Primary Care Trusts (PCTs). Data were collected using semi-structured interviews, a total of 30 school nurses (n=30) from across the three PCTs were included in the study. Analysis of the data indicated that barriers in the form of gate-keepers were present and they could impede the school nurse in fulfilling her role as a health educator. This gate-keeping existed across three 'tiers': the school governors, the school (as a collective organisation) and teachers. Nurses employed a variety of strategies to negotiate their way through these gatekeepers in order to access the classroom setting, key among them was their willingness to collaborate and co-operate, by 'slotting in' with the school, the curriculum and its timetable and 'fitting in' with the teachers, as their needs dictated.

Adolescent↗
PubMed2003

Developing expertise - the contribution of paediatric accident and emergency nurses to the care of children, and the implications for their continuing professional development.

AIM: The purpose of this paper is to explore the contribution of paediatric accident and emergency nurses to the care of children. METHOD: Using a case study approach, the paper focuses on the experiences of three nurses working in this setting, obtained through working alongside the nurses and discussing and observing their experiences. FINDINGS: It became apparent that the nurses were regarded as "experts" in the care of children in this setting. The nurses themselves however, did not share this perception. Their experiences are analysed with reference to literature on expertise, focussing specifically on published accounts of children's nurses' experiences, and research which has explored the concept of expertise within the context of accident and emergency work. The implications for continuing professional development needs are discussed within the context of recent government reports, which make recommendations in respect of access and delivery of on-going professional education. To this end it is advocated that a multi-professional approach is adopted, with children's nurses sharing learning and thus access to, courses customarily provided to adults nurses working in this setting.

Child↗