Visual methods in health dialogues: A qualitative study of public health nurse practice in schools

摘要

Abstract Aims We aimed to explore how using visual methods might improve or complicate the dynamics of the health dialogue between public health nurses ( PHN s) and school pupils. This was done from the perspective of PHN s, specifically examining how they understood their role and practice as a PHN and the application of visual methods in this practice. Background The health dialogue is a method used by PHN s in school nursing in Norway. In this practice, there can be communicative barriers between pupils and PHN s. Investigating how PHN s understand their professional practice can lead to ways of addressing these communicative barriers, which can affect pupil satisfaction and achievement of health‐related behaviours in the school context. Specifically, the use of visual methods by PHN s may address these communicative barriers. Design The research design was qualitative, using focus groups combined with visual methods. Methods We conducted focus group interviews using a semi‐structured discussion guide and visual methods with five groups of PHN s ( n? = ? 31) working in northern Norwegian school health services. The data were collected during January and February 2016. Discussions were audio recorded, transcribed and coded into themes and sub‐themes using systematic text condensation and drawings were analysed using interpretive engagement, a method of visual analysis. Findings Drawings and focus group discussions showed that PHN s perceived their professional practice as primarily a relational praxis. The PHN s used a variety of visual methods as part of the health dialogue with school pupils. This active use of visualization worked to build and strengthen relations when words were inadequate and served to enhance the flexible and relational practice employed by the PHN s. Conclusions PHN s used different kinds of visualization methods to establish relations with school pupils, especially when verbalization by the pupils was difficult. PHN s were aware of both the benefits and challenges of using visualization with school pupils in health education. We recommend the use of visual methods in schools because they are useful for PHN s, other health professionals and teachers working with children and young people in developing relations, particularly where verbal communication may be a challenge.