Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Skolsköterskors erfarenheter av barns digitala medieanvändning samt skolsköterskors hälsofrämjande arbete inom området: "Det är så himla vitt och brett och inte är det lätt heller"
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Bakgrund: Digitala medier är en del av de flesta barns vardag idag. Diskussioner om huruvida detta påverkar barns fysiska och mentala hälsa framhävs emellanåt i olika medier. Samtidig som det även diskuteras om positiva effekter. Skolsköterskan träffar alla elever och har en viktig funktion i det hälsofrämjande arbetet. Skolsköterskan kan i samverka med andra professioner och föräldrar förmedla kunskap och stöd till hälsosamma levnadsvanor.

Syfte: Syftet med studien var att undersöka skolsköterskors erfarenheter av barns digitala medieanvändning och skärmtid, samt hur skolsköterskan arbetar hälsofrämjande inom området.

Metod: Studien har genomförts med en kvalitativ design med induktiv ansats. Nio semistrukturerade intervjuer gjordes med stöd av en intervjuguide för att samla in data. Insamlat material har analyserats genom manifest kvalitativ innehållsanalys.

Resultat: Skolsköterskans erfarenheter och hälsofrämjande arbete resulterade i två domäner med fem kategorier och 16 underkategorier. Skolsköterskor samtalade med barn och föräldrar om digitala medier i hälsosamtalen och de använde sig av standardiserade hälsoverktyg. Skolsköterskor arbetade med att väcka medvetenhet och reflektion hos eleverna. Föräldrar råddes att vara delaktiga i barnens medieanvändning och ha balans och rutiner. Skolsköterskor gav information och råd om fysisk hälsa och sömn samt arbetade med utsatthet på nätet, ofta i samarbete med andra professioner. Skolsköterskor erfor att samhällets utveckling styr, att medievanor hos barn har ändrats på fritiden. Skolsköterskor tyckte att skolor har olika förutsättningar och att digitala medier har blivit en del av lärandet. De hade erfarenhet av att digitala medier ersätter personliga aktiviteter, att det ger gemenskap och vänner, men också utanförskap och konflikter. Skolsköterskor hade också erfarenhet av att barn kan fastna i spel. De hade även erfarenhet av fysiska komplikationer, som att kroppen tar stryk och att sömnen påverkas.

Slutsats: Samtliga skolsköterskor lyfte frågan om barn digitala medievanor någon gång under tiden förskola till årskurs sex. Samtliga använde sig också av standardiserade hälsoformulär under hälsosamtalet med elever. Skärmtid ansågs vara ett svårt begrepp och skolsköterskor tyckte det var svårt att ge konkreta råd angående hur länge det är lämpligt för barn att sitta vid en skärm. Skolsköterskor ansåg att deras roll i samtalet var att väcka reflektion och hjälpa elever till insikt om sina vanor. Skolsköterskor arbetade hälsofrämjande på grupp- och individnivå inom området som omfattar barns medievanor, ofta i samarbete med andra professioner. Arbetet mot mobbning på nätet var framträdande i studien.

Abstract [en]

Background: Digital medias is a part of most childrens everyday life today. Discussions about weather this effects the psysical and mental health of children is emphasized from time to time in various media. At the same time there is an ongoing discussion about the benefits of using digital media. The school nurse meets all students and has an important role in health promotion. In cooperation with other professionals and parents the school nurse can supply knowledge and support students to a healthy lifestyle.

Aim: The purpose of this study was to exlore the school nurses´experiences of children´s digital media use and screen time, and also to explore how the school nurse´ health promotiong in the field.

Method: The study was conducted with a qualitative design/approach. To collect data, nine semi-structured interviews with school nurses were made. Interviews were conducted with the support of an interview- guide. Collected data were analysed using manifest content analysis.

Results The school nurses´ experiences and health promoting work resulted in two domains, with five categories and 16 subcategories. School nurses talked to children and parents about the use of digital medias during health conversations and they also used standardized health tools in conversations. School nurses´worked with helping students reflect on, and create an understanding of their habits. Parents were advised to be involved in their childrens media use and maintain balance and routines. School nurses gave information and advice about physical health and sleep, as well as they worked with childrens vulnerability on the internet, often in collaboration with other professions. School nurses thought that society's development rule and that the media habits of children has changed in their leisure time. School nurses felt that different schools had different conditions and that digital media has become a part of learning. They had experienced that digital media replaces personal activities, it could create solidarity and friends, but also exclusion and conflict. School nurses also experienced that children can get caught in games. They also had the experience of physical complications, such as the body in affected and that sleep is affected .

Conclusion All school nurses´raised the issue of childrens digital media habits sometime during the time from kindergarden to the sixth grade. All school nurses´ used standardizied health questioairies during healthconversations with children. Screen time was considered to be a difficult concept, and school nurses found it difficult to give specific advice about how long time is appropriate for children to sit by a screen. School nurses´ felt that their role in the conversation was to help students reflect on, and to create an understanding of their habits. School nurses worked both on an individual level and group level in their health promoting work on the area of digital media habits, often in collaboration with other professions. The work against bullying online was prominent in the study.

Place, publisher, year, edition, pages
2016. , 48 p.
Keyword [en]
Students, health promotion, school nurse, digital media
Keyword [sv]
Elever, hälsofrämjande, skolsköterska, digitala medier
National Category
Nursing
Identifiers
URN: urn:nbn:se:lnu:diva-53383OAI: oai:DiVA.org:lnu-53383DiVA: diva2:935734
Educational program
Specialist Nursing Programme, with Specialism in Primary Health Care, 75 credits
Supervisors
Examiners
Available from: 2016-06-13 Created: 2016-06-12 Last updated: 2016-06-13Bibliographically approved

Open Access in DiVA

fulltext(1013 kB)121 downloads
File information
File name FULLTEXT01.pdfFile size 1013 kBChecksum SHA-512
2d9cfe7e4ff8cc5a6bbb3ff6399efc64f3dae7c32939fa39a7493536f4792c4063332cfe15e39fc5eddb3e0f1d27fe7c6cd28e1123b3d78a4fcbb4d2cc256d30
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Ekdahl, KatrinHägerdal, Karin
By organisation
Department of Health and Caring Sciences
Nursing

Search outside of DiVA

GoogleGoogle Scholar
Total: 121 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 271 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf