Nurses’ support for teachers to provide children medical care properly in special-needs schools: Focusing on teachers’ perception

Abstract

 This study aimed to clarify how teachers who provide medical care in special-needs schools perceive support from nurses and what type of support they seek from them. Self-administered questionnaires were distributed via postal mail to 687 teachers at special-needs schools. The data of 262 teachers were analyzed. Simple tabulations were conducted for each question, and free responses were analyzed using qualitative content analysis. Approximately 60%-70% of teachers were satisfied with the nurses’ guidance in on-the-job training and support in school life. However, some teachers were dissatisfied because the nurses did not adequately monitor the implementation of medical care and showed differences in the content of support. Teachers preferred nurses over teachers to provide oversight that would guarantee safety and security, render advice as medical professionals, think about children with teachers, give support with education awareness, and provide medical care, which was difficult for teachers. Demonstrating medical expertise and reaching out to teachers and collaboration among nurses is vital in providing unified support to teachers.