Support for Teachers Who Provide Medical Care in Special Needs Schools by Nurses Responsible for Practical Training

Abstract

Aim: The purpose of this study is to explore practical training nurses’ support for teachers to provide medical care safely to technology-dependent (TD) children attending special needs schools.

Methods: Self-report questionnaires asking about support for teachers were provided to 456 nurses working at special needs schools. The results were analyzed using simple tabulation of each question and by using qualitative content analysis of free descriptions. Semistructured interviews with 15 nurses working alongside TD children in special needs schools were also conducted. These data were analyzed qualitatively and inductively.

Results: Nurses’ primary objective was to provide safety, security, and comfort of TD children. Nurses have built relationships with teachers and they knew and understood teacher mentality. They have realized the need to support teachers in providing medical care, and entrusted them to play center. Nurses and teachers have learned from each other’s experiences in taking care of TD children.

Conclusions: These findings suggest that it is important for nurses to cultivate a learner’s attitude from their experiences to build relationships with teachers and trust them, and to realize the implications of supporting teachers in providing medical care.