Jeong Hee Lee; Byoung Sook Lee

doi:10.4040/jkan.2014.44.3.305

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Original Article
Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions: Jeong Hee Lee, Byoung Sook Lee; Journal of Korean Academy of Nursing 2014;44(3):305-316.
DOI: https://doi.org/10.4040/jkan.2014.44.3.305
Published online: June 30, 2014

¹Kumsa Elementary School, Busan, Korea.

²College of Nursing, Keimyung University, Daegu, Korea.

Address reprint requests to: Lee, Byoung Sook. College of Nursing, Keimyung University, 1095 Dalgubul-daero Dalseo-gu, Daegu 704-701, Korea. Tel: +82-53-580-3900, Fax: +82-53-580-3916, lbs@kmu.ac.kr

• Received: April 4, 2014 • Revised: April 16, 2014 • Accepted: May 28, 2014

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

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Abstract
NOTES
REFERENCES

Abstract

Purpose
The purpose of this study was to explore and identify patterns from the phenomenon of the role adaptation process in elementary school health teachers and finally, suggest a model to describe the process.
Methods
Grounded theory methodology and focus group interviews were used. Data were collected from 24 participants of four focus groups. The questions used were about their experience of role adaptation including situational contexts and interactional coping strategies. Transcribed data and field notes were analyzed with continuous comparative analysis.
Results
The core category was 'establishing their own positions', an interactional coping strategy. The phenomenon identified by participants was confusion and wandering in their role performance. Influencing contexts were unclear beliefs for their role as health teachers and non-supportive job environments. The result of the adaptation process was consolidation of their positions. Pride as health teachers and social recognition and supports intervened to produce that result. The process had three stages; entry, growth, and maturity.
Conclusion
The role adaptation process of elementary school health teachers can be explained as establishing, strengthening and consolidating their own positions. Results of this study can be used as fundamental information for developing programs to support the role adaptation of health teachers.
Keywords: Elementary; School nursing; Role; Adaptation; Qualitative research

This manuscript is a revision of the first author's doctoral dissertation from Keimyung University.

REFERENCES

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Figure 1

Role adaptation process of elementary school health teachers.

Table 1

Dimensions, Categories and Sub-categories of the Experiences of Role Adaptation Process in the Participants

^*Core category.

Figure & Data

REFERENCES

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Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions

J Korean Acad Nurs. 2014;44(3):305-316. Published online June 30, 2014

DOI: https://doi.org/10.4040/jkan.2014.44.3.305

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Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions

Figure 1 Role adaptation process of elementary school health teachers.

Figure 1

Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions

Table 1

Dimensions, Categories and Sub-categories of the Experiences of Role Adaptation Process in the Participants

^*Core category.

Table 1 Dimensions, Categories and Sub-categories of the Experiences of Role Adaptation Process in the Participants

^*Core category.