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Sekretess i elevhälsoteamet utifrån skolsköterskans perspektiv: hjälp eller hinder?
University of Skövde, School of Health and Education.
University of Skövde, School of Health and Education.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Confidentiality in student health team based on the school nurse's perspective : help or hindrance? (English)
Abstract [sv]

Bakgrund: Skolsköterskan är en del i elevhälsoteamet. Elevhälsoteamet har med sin tvärprofessionella kompetens möjlighet att fånga olika perspektiv för att kunna sätta in rätt insatser för elever. Informationsutbytet inom teamet har dock visat sig vara en utmaning för att nå god samverkan. Skolsköterskans arbete innebär en känslig balans mellan att bidra till elevhälsoteamets arbete, att hålla sekretessen och värna om elevens värdighet och integritet. Syfte: Att undersöka skolsköterskors uppfattning om vad sekretessen har för betydelse i arbetet i elevhälsoteamet.

Metod: Fenomenografisk metod med induktiv ansats. Åtta informanter deltog genom att besvara kvalitativt utformade frågor via mail. Datan analyserades med fenomenografins analysmetod i sju steg.

Resultat: Skolsköterskorna uppfattade att det fanns olika uppfattningar och kunskaper kring sekretessen vilket påverkade informationsutbytet. Sekretessen uppfattades också som en isolerande faktor då skolsköterskorna kände sig ensamma i sin profession. Genom behovet av medgivande uppfattades sekretessen som en fördröjande omständighet i elevärenden. Skolsköterskorna beskrev att sekretessen ökade tilliten från elever och vårdnadshavare och att tilliten var viktig för att få medgivande och därmed eliminera det eventuella hinder som sekretessen kunde orsaka.

Konklusion: Med utgångspunkt i ett etiskt förhållningssätt uppfattade skolsköterskorna sekretessen ibland som ett hinder i elevhälsoteamsarbetet men som värdefull i relationen med elev och vårdnadshavare.

Abstract [en]

Background: The school nurse is part of the student health team. With its interdisciplinary skills, the student health team is able to identify different perspectives in order to put in place the right efforts for pupils. However, the information exchange in the team has proved to be a challenge for achieving good cooperation. The school nurse’s work involves a sensitive balance between contributing to the work of the student health team, keeping confidentiality and protecting student’s dignity and integrity.

Purpose: To investigate the school nurse’s perception of the impact of secrecy on the work of the student health team.

Method: Phenomenographic method with inductive approach. Eight subjects participated by answering qualitatively formulated questions by mail. The data was analyzed by the methodology of the phenomenon in seven steps.

Result: The school nurses perceived that there were different perceptions and understandings about secrecy, which affected the exchange of information. Secrecy was also perceived as an isolating factor when the school nurses felt alone in their profession. Due to the need for consent, confidentiality was perceived as a delayed circumstance in order to help students. School nurses reported that confidentiality increased trust from students and guardians and that trust was important in order to obtain consent, thus eliminate the possible barriers that secrecy could cause.

Conclusion: Based on ethical approach, the school nurses perceived confidentiality as an obstacle in student health team work but as valuable in the relationship with student and guardians.

Place, publisher, year, edition, pages
2017. , 36 p.
Keyword [en]
fenomenography, interdisciplinary teams, nursing, secrecy, team work
Keyword [sv]
fenomenografi, omvårdnad, tystnadsplikt, teamarbete, tvärprofessionella team
National Category
Nursing
Identifiers
URN: urn:nbn:se:his:diva-13649OAI: oai:DiVA.org:his-13649DiVA: diva2:1106695
Subject / course
Nursing/Nursing Science
Educational program
School Nurse - Specialist Nursing Programme
Supervisors
Examiners
Available from: 2017-06-08 Created: 2017-06-08 Last updated: 2017-06-08Bibliographically approved

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