| Records |
| Author |
Dodd, J.E.L. |
| Title |
Nursing evaluation of the efficacy of analgesic delivery in post operative pain |
Type |
|
| Year |
1986 |
Publication |
Australian Clinical Review |
Abbreviated Journal  |
Auckland Hospital Library |
| Volume |
6 |
Issue |
23 |
Pages |
206-212 |
| Keywords |
|
| Abstract |
The progress of 22 adult patients was recorded for three days post operatively. Pain was assessed at rest and on activity three times a day using visual analogues. Nausea levels were assessed similarly. All analgesics and anti emetics administered were recorded. There was a wide range of variation in the administration of medications and consequently a wide range of effectiveness. A significant proportion of patients showed unacceptably high levels of pain indicating under treatment. Patients and nurses had conflicting expectations of who should initiate the request for pain medication |
| Call Number |
NRSNZNO @ research @ 85 |
Serial |
85 |
| Permanent link to this record |
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| Author |
Williams, H.; Cuthbertson, S.; Newby, L.; Streat, S.J. |
| Title |
A follow-up service improves bereavement care in an intensive care unit |
Type |
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| Year |
1998 |
Publication |
|
Abbreviated Journal |
Auckland Hospital Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
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| Abstract |
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| Call Number |
NRSNZNO @ research @ 149 |
Serial |
149 |
| Permanent link to this record |
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| Author |
Horsburgh, M. |
| Title |
Using videotape to determine the validity of the evaluation instrument of assessing clinical competence of nursing students and the reliability of the raters in assessing the clinical competence of nursing students |
Type |
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| Year |
1982 |
Publication |
|
Abbreviated Journal |
Auckland Institute of Technology |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
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| Abstract |
A study to determine the content validity of an education instrument to assess the clinical competence of Comprehensive Nursing Students and the reliability of the Nursing Teachers using the evaluation instrument to assess student Nurses performance depicted on videotapes of simulated clinical situations. 24 of the Nursing Teachers in a school of Nursing rated student Nurses clinical performance in simulated videotaped clinical settings. One half of these Teachers assessed the students without a specific evaluation instrument and their assessments were compared with the Teachers using the existing evaluation for assessing Nursing students' clinical competence. The evaluation instrument was judged to be valid in terms of content by the Nursing Teachers taking part in the study. Rated reliability of observer agreement was not demonstrated with 24 Nursing Teachers rating 3 Nursing Students' clinical performance as videotaped in simulated clinical settings. The usefulness of videotapes for determining observer agreement and as a tool for use in staff training workshops, in relation to assessing clinical competence of Nursing Students is established |
| Call Number |
NRSNZNO @ research @ 237 |
Serial |
237 |
| Permanent link to this record |
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| Author |
Perry, J.(see also C.) |
| Title |
Currents – towards professionalism |
Type |
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| Year |
1990 |
Publication |
|
Abbreviated Journal |
Auckland Institute of Technology Library, NZNO Li |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
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| Abstract |
Attitudes towards the concept of professionalism have not been explored to any great extent in this country, especially the attitudes of the Clinical Nurse practitioner. The importance of knowing what Nurses attitudes are to this concept is central to the recognition of the current developmental stage and growth of the profession. A twenty statement Like-style attitudinal questionnaire was given to Registered Nurses to measure current attitudes to professionalism. No statistical significance was found between the degree of positively to professionalism and years of service, educational qualifications eg, practise area, or involvement with a professional organisation. There appeared to be a positive relationship between questionnaire score and length of time in the current practise area ( the longer the service the higher the score). Further statistical significance was found in questions highlighting what Nurses think of Nursing as a profession. This study should form the basis of further research and provide some thought for Nurse leaders, educators and policy makers |
| Call Number |
NRSNZNO @ research @ 42 |
Serial |
42 |
| Permanent link to this record |
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| Author |
Butler, A.M. |
| Title |
Nursing care: an exploratory study |
Type |
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| Year |
1977 |
Publication |
|
Abbreviated Journal |
Auckland University Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
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| Abstract |
A study of role discrepancy or role conflict experienced by Registered Nurses in a Hospital setting |
| Call Number |
NRSNZNO @ research @ 80 |
Serial |
80 |
| Permanent link to this record |
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| Author |
Simich, M.-L. |
| Title |
Women in employment in New Zealand 1911-1926 |
Type |
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| Year |
1978 |
Publication |
|
Abbreviated Journal |
Auckland University Library |
| Volume |
|
Issue |
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Pages |
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| Keywords |
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| Abstract |
Includes superficial analysis of role of nurses & switch from private to hospital employment |
| Call Number |
NRSNZNO @ research @ 420 |
Serial |
420 |
| Permanent link to this record |
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| Author |
Farrell, E. |
| Title |
A lamp to light the way: Public health nurses' perceptions and experiences of professional/clinical supervision |
Type |
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| Year |
2003 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology |
| Volume |
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Issue |
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Pages |
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| Keywords |
Public health; Nursing; Clinical supervision; Professional competence |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 887 |
Serial |
871 |
| Permanent link to this record |
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| Author |
Hetaraka, B. |
| Title |
A study of nurses working in a community development model |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Community health nursing; Health promotion; Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 486 |
Serial |
472 |
| Permanent link to this record |
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| Author |
Fielding, S. |
| Title |
Learning to do, learning to be: The transition to competence in critical care nursing |
Type |
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| Year |
2006 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Intensive care nursing; Preceptorship; Nursing specialties |
| Abstract |
Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner. |
| Call Number |
NRSNZNO @ research @ |
Serial |
509 |
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| Author |
Isaac, D. |
| Title |
Passionate dedication: A qualitative descriptive study of nurses' and hospital play specialists' experiences on a children's burn ward |
Type |
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| Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Children; Nursing specialties; Mentoring; Job satisfaction |
| Abstract |
A qualitative descriptive approach was undertaken to explore the experience of eight registered nurses and two hospital play specialists who care for children hospitalised with burn injuries. The research participants were recruited from a paediatric ward that offers centralised specialty care to children with burns. Emerging out of the data was the over-arching theme of 'passionate dedication' that shows the nurses and hospital play specialists genuine compassion and commitment to meet the needs of the children with burns. The findings of the study reveal that the participant's dedication is shaped and determined by a dynamic process that involves having professional integrity and in-depth knowledge of caring for children and burn management. The nurses and the hospital play specialists have a common understanding of what their role entails and the skills required to provide quality care and support to the children and the children's family. On a personal and professional level the participants encounter several challenges in this care context that are physically and emotionally overwhelming. Despite becoming overwhelmed the participants are revealed as being resourceful and resilient in their aptitude to find ways that enable them to cope and get through. The author suggests that this study supports international literature that suggests that caring for children with burns is equally rewarding, as much as it is physically and emotionally demanding. The author identifies that the implication in this study for the organisation is to seriously consider issues regarding productivity and efficiency of the workforce with acknowledgement that nurses and hospital play specialists cannot do this emotional work without effective systems of support in place. |
| Call Number |
NRSNZNO @ research @ 577 |
Serial |
563 |
| Permanent link to this record |
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| Author |
Mearns, G. |
| Title |
Developing autonomous ownership: A grounded theory study of how registered nurses working in aged care are advancing their nursing practice |
Type |
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| Year |
2005 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nurse practitioners; Geriatric nursing; Older people; Registered nurses |
| Abstract |
The introduction of nurse practitioner registration into New Zealand in 2001 was heralded as a move that would open up a wealth of opportunities for registered nurses to extend their practice into more independent roles and to provide a client-centred health service. It was also seen as a way to retain experienced registered nurses in the clinical practice area by providing a credible clinical career pathway. If nurse practitioner's are to meet these expectations, then, the author suggests, it is important to understand the processes that encourage or discourage nurses from advancing their practice. One of the early scopes of practice to be introduced was nurse practitioner with an endorsement in aged care scope of practice. Grounded theory was the method used to generate an explanation of how registered nurses working in aged care were preparing for the introduction of nurse practitioner roles. An analysis of early data highlighted codes around registered nurses in aged care extending and advancing their practice rather than preparing specifically for the nurse practitioner role. The research question for this study was: 'How are registered nurses in aged care advancing their nursing practice?' Semi-structured interviews were used to collect data from ten experienced registered nurses working in aged care clinical practice settings ranging from secondary hospital facilities, to community settings and residential care villages. Dimensional analysis of the data eventually generated three major conceptual categories: 'ownership of nursing', 'extending practice', and 'moving out of a comfort zone'. Of these, 'ownership of nursing' was identified as the core construct that linked the other categories together. The substantive theory that explains how registered nurses in aged care advance their clinical practice is 'developing autonomous ownership'. Nurses who develop autonomous ownership of nursing are more likely than other nurses to move out of a current comfort zone and advance their practice into more independent roles that suit their autonomous ownership of nursing. This study identified important contextual factors and conditions that support the development of an autonomous ownership of nursing and that subsequently facilitate advancing nursing practice. These include creating supportive environments, organisational commitment to advanced nursing practice roles, visible nursing leadership, congruence between organisational and nursing philosophies, interdisciplinary collaboration and participating in postgraduate education. The author suggests that the significance of this study is that it generated a theory about the processes that encourage or discourage nurses from preparing for, and progressing into, advanced nursing practice roles such as nurse practitioner. |
| Call Number |
NRSNZNO @ research @ |
Serial |
585 |
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| Author |
Williams, P. |
| Title |
The experience of being new in the role of Charge Nurse |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 608 |
Serial |
594 |
| Permanent link to this record |
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| Author |
Hall, J. |
| Title |
Building trust to work with a grounded theory study of paediatric acute care nurses work |
Type |
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| Year |
2004 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
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Pages |
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| Keywords |
Nurse-family relations; Nurse-patient relations; Children; Paediatric nursing; Intensive care nursing |
| Abstract |
Grounded theory methodology has guided the grounded theory methods used to explore the acute care paediatric nurses' perspective of what they do when a child has had a severe accident. The research was initiated from the experience of nursing children in the context of a rehabilitation centre and wondering how acute care nurses promoted a child's recovery after a severe unintentional injury. Many avenues were used to search international and New Zealand literature but the scarcity of literature related to what acute care paediatric nurses do was evident. Nursing children in the acute care ward after a severe accident is complex. It encompasses nursing the family when they are experiencing a crisis. It is critical that the acute care nurse monitors and ensures the child's physiological needs are met, and the nurse “works with” the child to maintain and advance medical stability. Nursing interactions are an important part of “working with”, communication is the essence of nursing. This research has focussed on the nurses' social processes whilst caring for the physical needs of the child and interacting with the family and multidisciplinary team when appropriate. An effective working-relationship with a nurse and family is founded on trust. Grounded theory methods supported the process of exploring the social processes of “building trust” whilst “working with” families in a vulnerable position. Nurses rely on rapport to be invited into a family's space to “work with” and support the re-establishment of the parenting role. The “stepping in and out” of an effective working-relationship with a family is reliant on trust. Nurses build trust by spending time to “be with”, using chat to get to know each other, involving and supporting the family to parent a “different” child and reassuring and giving realistic hope to help the child and parents cope with their changed future. A substantive theory of the concept of “building trust to work with” has been developed using grounded theory methods. The theory has been conceptualised using the perspective of seven registered nurses working in paediatric acute care wards that admit children who have had a severe traumatic accident. |
| Call Number |
NRSNZNO @ research @ |
Serial |
597 |
| Permanent link to this record |
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| Author |
Best, G.A. |
| Title |
Being pruned: Student nurses experience of being shaped in clinical practice by lecturers |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Students; Nursing; Education |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
599 |
| Permanent link to this record |
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| Author |
Johns, S. |
| Title |
Being constrained and enabled: A study of pre-registration nursing students ethical practice |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Ethics; Nursing; Students |
| Abstract |
This study uncovers the experience of being ethical from the perspective of pre-registration nursing students. Using the qualitative methodology of phenomenology, specifically that outlined by van Manen, it seeks to show how students act ethically within everyday practice. Providing nursing care is an ethically charged undertaking and despite ethics taking an increasingly important place in nursing education, the author suggests that few studies show the contextual nature of ethical practice from the perspective of students. This study aims to partly redress this situation. In this study the author has interpreted the experiences of twelve pre-registration students. Using seventeen stories shared by the student participants, the author's personal understandings and literature, the meaning of being ethical has been illuminated. Three themes emerged from the interpretation. These include 'keeping things 'nice'', 'being true to yourself' and 'being present'. This thesis asserts that the overarching theme within these themes is that of 'being constrained and enabled'. Being constrained shows the experiences of students as they live through the tensions of being and doing as they strive to be ethical. Being enabled shows the experience of self-determination. Finally the study maintains that the shaping of ethical practice for undergraduate students may be enhanced when their reality is positioned and valued within educational processes. |
| Call Number |
NRSNZNO @ research @ 614 |
Serial |
600 |
| Permanent link to this record |
