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Author |
Walker, J. |
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Title |
Learning psychomotor skills: Is Kolb's experiential learning cycle effective? |
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1994 |
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Abbreviated Journal  |
Marjorie Manthei, Academic Division Manager, Chris |
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The move to nursing degrees has encouraged educators to use student centredteaching methods which develop problem solving skills, critical thinking andreflection. Kola's Experiential learning cycle is proposed as one method to developsome of these skills. The study compared the effectiveness of three differentmethods of teaching the instillation of eye drops and application of an eye pad. Asample of 73 volunteers from a Diploma of Nursing programme were systematicallyassigned to one of three groups. The modified experimental design consisted of acontrol group (tutor demonstration and student practice), Kolb's group (teachingusing the experiential cycle) and the SDL group (self directed learning using writteninformation with no tutor instruction or feedback). Participants rated their confidence,competence and the amount of thinking, analysis, guidance and problem solvingbefore and after each method.Results for instilling eye drops indicated that there were no significant differences onthe pre-test ratings and a marginally significant difference (p=0.06) on the post testratings across the teaching methods. Results for the eye pad showed no significantdifferences on pre-test or post-test ratings across the methods. Students learnt by allmethods and the differences, if there were any, were not large enough to bedetected in this study. There was a significant difference in problem solving and tutorguidance across the methods due to the low ratings of the SDL group. There was nosignificant difference in thinking, analysis or partner guidance across the methods |
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Call Number |
NRSNZNO @ research @ 195 |
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195 |
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Author |
Ainge, N. |
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Title |
Report on the pilot implementation of the clinical career pathway for nurses ( CAHB) |
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1993 |
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Abbreviated Journal |
Mary Lambie Collection Canterbury Medical Library |
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During 1992, two hundred Registered Nurses ( RN's) participated in the Pilot Implementation of the Clinical Career Pathway for Nurses. This was conducted according to terms for the Proposal (Shepherd et al 1991) prepared by Nurses throughout the Canterbury Area Health Board.Ten services had a participating ward/ unit. All were volunteers. The framework for a Clinical Career Pathway (CAHB) has six steps. During 1992 attention was focused on the two levels beyond basic functional competency. Nurse Practitioner II, Nurse Specialist. An open system was piloted. There was no change to remuneration. Advancement was- self initiated; by peer review ( the RN was required to meet the performance criteria set by the Unit Nurse Managers.) There was no constraint to numbers advancing. Forty seven RN's advanced to Nurse practitioner II level,nine advanced to Nurse Specialist level.Evaluation covered four areas-1. Qualitative benefits and initiatives to improves patient care. 2. Nurses perception of the project. 3. Benefits of peer review. 4. Secondary gains |
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NRSNZNO @ research @ 93 |
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93 |
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Author |
Ainge, N. |
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Title |
Registered nurses participation in a professional recognition program. Their responses to nine job related factors |
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Year |
1993 |
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Abbreviated Journal |
Mary Lambie Collection, Canterbury Medical Library |
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A simple descriptive longitudinal survey monitoring self- reported incidence of satisfaction/ dissatisfaction to nine job related factors. The two hundred RN's participating in the pilot implementation of the Clinical Career Pathway (Canterbury Area Health Board) were surveyed in June 1992 and February 1993. This was a time of change in New Zealand's Health service |
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NRSNZNO @ research @ 13 |
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13 |
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Author |
McKinlay, E.M. |
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Title |
Within the circle of care: the patient's lived experience of receiving palliative care |
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1998 |
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Mary Potter Hospice Library, Wellington |
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The objective of this research was to determine aspects of hospice based palliative care which patients described as being important and valued. This research is to be the basis of future work on the development of consumer generated quality indicators. Palliative care managers could use these to evaluate hospice based care, and provide output measures for health providers. The methodology used by the researcher was qualitative descriptive informed by phenomenology. Six recently discharged hospice patients who had at least two episodes of palliative care were interviewed about their experience of care. The resulting data, after reflection, formed a representation; the circle of care. This included aspects of valued care generated by actions of the interdisciplinary staff, and other aspects of care generated within the palliative care environment which the patient perceived as being meaningful and important. In conclusion, the reality of people receiving palliative care is characterised by a number of supportive traditional and non-traditional aspects of caring. Although some characteristics have been described within general health and the palliative care literature, some appear to have been generated by these particular participants as part their reality. The researcher believes that the resulting representation of care requires further research in other palliative care settings. The process of interviewing terminally ill people although not without concern to the interviewer, and inherently difficult for the patients, appeared to allow the patient to tell the story of both their illness and care |
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NRSNZNO @ research @ 211 |
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211 |
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Author |
Wilson, S.C. |
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Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
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Year |
2007 |
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Massey Research Online |
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Nurse-patient relations; Nursing; Education; Students; Professional competence |
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This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession. |
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NRSNZNO @ research @ |
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1144 |
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Author |
Somerville, A.M. |
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Title |
Acute respiratory distress in asthma |
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1979 |
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Massey University |
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NRSNZNO @ research @ 27 |
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27 |
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Author |
Martin, M.M. |
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Title |
Spiritual healing and its contribution to contemporary religious life and alternative medicine in Aotearoa-New Zealand |
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1996 |
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Abbreviated Journal |
Massey University |
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NRSNZNO @ research @ 239 |
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239 |
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Author |
Honey, M. |
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Title |
New Zealand practice nurses' use of and attitude toward computers |
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1997 |
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Massey University |
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NRSNZNO @ research @ 433 |
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433 |
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Author |
Coup, A. |
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Title |
Being safe and taking risks: how nurses manage children's pain |
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Year |
1998 |
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Abbreviated Journal |
Massey University |
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NRSNZNO @ research @ 434 |
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434 |
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Author |
Seaton, P. |
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Title |
The experiences of registered nurses in polytechnic baccalaureate degree programmes: an interpretive phenomenological study |
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Year |
1998 |
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Massey University |
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Call Number |
NRSNZNO @ research @ 435 |
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435 |
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Author |
Eichblatt, A. |
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Title |
One woman's experience of living with chronic pain: a phenomenological study |
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1996 |
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Massey University |
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Call Number |
NRSNZNO @ research @ 436 |
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436 |
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Author |
Osborne, M. |
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A qualitative meta-analytical account of the phenomen of self-mutilation among non-psychotic clients within the mental health care system |
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1998 |
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Massey University |
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Call Number |
NRSNZNO @ research @ 437 |
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437 |
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Author |
Thomson, M.; Kinross, D.N.J.; Chick, D.N.P.; Corry, M.F.; Dowland, J. |
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Title |
People in hospital: a surgical ward |
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Year |
1977 |
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Abbreviated Journal |
Massey University Library |
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A study of work patterns on a surgical ward |
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NRSNZNO @ research @ 5 |
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5 |
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Author |
Euswas, P.W. |
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Title |
Professional nurses' view of caring in nursing practice: two preliminary studies in New Zealand |
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1991 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
Massey University Library |
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5 |
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3 |
Pages |
42 |
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Two convenience samples of 90 NZ registered nurses responded to two structured questionnaires designed to explore nurses views of caring in nursing practice.The studies demonstrate that nurses see caring as a central concept in their practice. From the response the meaning of caring was found to be multi dimensional, consisting of six components: value, expressive, action, relationship, knowledge and purpose. The value dimension includes areas such as humanistic value and professional value. The expressive component consists of empathy, compassion, trust, concern, sharing and willingness. Action components are helping, comforting, being there, empowering, advocacy, nurturing, advising, touching and performing nursing procedures. The major relationship component is partnership. An important part of the knowledge component is clinical expertise and the purposive component of caring consists of meeting health needs and promoting healing and welfare. The meaning of caring begins to emerge from these studies. However, they do not provide full understanding of caring phenomena. A further in-depth study of actual nursing practice is still in progress |
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Call Number |
NRSNZNO @ research @ 9 |
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9 |
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Author |
Pybus, M.W. |
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Title |
Public health nurses and families under stress: promoting children's health in complex situations |
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1993 |
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Abbreviated Journal |
Massey University Library |
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A description of the interaction between Public Health Nurses and stressed families that include children. It includes the perspective on the relationship of both the Nurses and the families ending with a classification of the goals of the service |
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Call Number |
NRSNZNO @ research @ 10 |
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10 |
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