Ryan, T. (2019). Exploring the experiences of Maori men in a culturally-enriched well-being programme. Kai Tiaki Nursing Research, 10(1), 22–27.
Abstract: Explores the experiences of participants in a health education programme designed specifically for Maori males, called Tane Takitu Ake, delivered by community health workers and a nurse. Employs a qualitative descriptive methodology with thematic analysis of data from a focus group cohort of Maori males aged 38 to 55 years referred to the programme via social and/or health services. Gathers data from during a 10-week kaupapa Maori programme.
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Johns, S. R. (2019). It's always with you: the experience of being a 1970s hospital-trained general nursing student. Ph.D. thesis, Auckland University of Technology, Auckland.
Abstract: Uncovers the significance for nurses who were trained within the 1970s apprenticeship model in NZ hospitals, in their present understanding of themselves as nurses. Confirms that the 1970s heralded the beginning of the end of the apprenticeship system of nurse training, and that literature related to this era of general student nurse training is limited. Uses philosophical hermeneutics to guide interviews with 15 former student nurses who trained within the Auckland Hospital Board School of Nursing, and who reflect 40 years afterward, on how their apprenticeship training influenced the type of nurses they became.
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Pool, L., Day, L., & Ridley, S. (2019). Mountain climbing: the journey for students with English as an additional language in a concept-based nursing curriculum. Whitireia Journal of Nursing, Health and Social Services, (26), 28–36.
Abstract: Identifies the communication and learning needs of EAL students in undergraduate nursing education. Presents strategies for EAL students and others with diverse learning needs to comprehend the underlying concepts of cultural safety, praxis, professional nursing and leadership in Whitireia's BN integrated nursing curriculum. Reports findings from focus group discussions with 13 students involved in the three-way partnership comprising lecturers, learning support services and EAL students.
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Houston, G. (2018). The impacts for the registered nurses of the New Entry to Specialty Practice Mental Health and Addiction Nursing Programme, of the programme, on their personal and professional development. Master's thesis, University of Canterbury, Christchurch.
Abstract: Explores the impact on nurses three to six years after completion of the New Entry to Specialty Practice (NESP) Programme. Thematically analyses in-depth, semi-structured interviews to identify the aspects of personal and professional development affected by the programme, using a qualitative descriptive approach. Focuses on four key themes: well set up; thinking differently; inter-connectedness; and reciprocation.
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Ogden, E. (2018). Is it ACE? The influence of the Advanced Choice of Employment scheme on new graduates' decisions to accept a position in the Nurse Entry to Specialist Practice in Mental Health and Addiction programme. Master's thesis, University of Otago, Dunedin.
Abstract: Uses an instrumental case study to explore the role of Advanced Choice of Employment (ACE) on the decision to enter the Nurse Entry to Specialised Practice (NESP). Examines the NESP programme in one DHB in which 14 participants who had accepted positions on NESP without specifying the specialty were given semi-structured interviews, as was the NESP coordinator about the employer experience of NESP. Suggests how education providers and DHBs can prepare ACE applicants for the recruitment process.
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Stewart, L. (2018). Student nurse knowledge and attitudes about ageing, older people and working with them: does nursing education make a difference? Ph.D. thesis, University of Auckland, Auckland.
Abstract: Develops, implements, and evaluates educational interventions to teach students about the ageing process, older people and how to work with them. Enrols students from a Bachelor of Nursing programme over a four-year period from 2011 to 2012, employing a multi-method approach including focus groups, a questionnaire and an analysis of course documents. Reveals how student nurses' attitudes alter during their course of study.
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
Abstract: Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure.
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Hart, M. (2018). Reducing poverty by addressing equity with a focus on prenatal alcohol exposure and inter-generational trauma: Identify, address and remove systemic barriers. Margaret May Blackwell Travel Study Fellowship Reports. Wellington: New Zealand Nursing Education and Research Foundation.
Abstract: Travels to Australia and Canada to examine public health efforts in those countries to inform pregnant women about the risks of fetal alcohol spectrum disorder (FASD), particularly among indigenous populations. Studies regional initiatives around NZ to inform the establishment of a preventive and assessment programme in the Bay of Plenty DHB.
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Atherton, S., Crossan, M., & Honey, M. (2020). The impact of simulation education amongst nurses to raise the option of tissue donation in an intensive care unit. Nursing Praxis in Aotearoa New Zealand, 36(1). Retrieved June 25, 2024, from http://dx.doi.org/10.36951/27034542.2020.003
Abstract: Explores the impact of simulation education on nurses' perception and experiences of raising the option of tissue donation with families of deceased patients in an intensive care unit. Conducts semi-structured interviews with 5 of 21 nurses participating in simulated education sessions involving family conversations about donation. Identifies four themes: rehearsal, confidence, nurse-family relationship, and sharing.
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Bowen-Withington, J., Zambas, S., Cook, C., & Neville, S. (2020). Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: an integrative literature review. Nursing Praxis in New Zealand, 36(3). Retrieved June 25, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.013
Abstract: Evaluates and synthesises the existing evidence for the use of high-fidelity simulation in undergraduate nursing education programmes. Uses an integrative literature review methodology to retrieve 16 studies relating to student learning from simulation. Identifies a shift in focus from technical to soft skill acquisition.
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Macdiarmid, R., Neville, S., & Zambas, S. (2020). The experience of facilitating debriefing after simulation: a qualitative study. Nursing Praxis in New Zealand, 36(3). Retrieved June 25, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.015
Abstract: Aims to understand the experience of debriefing following a simulated episode in a tertiary health-care setting. Interviews 10 participants (nurses, doctors and a midwife) about facilitation of the debriefing process, confirming the role of the facilitator in debriefing.
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Neville, S., Montayre, J., Napier, S., Macdiarmid, R., Holroyd, E., Britnell, S., et al. (2021). Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review. Nursing Praxis in Aotearoa New Zealand, 37(2).
Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations.
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Marshall, D., & Honey, M. (2021). Simulated actor patients support clinical skill development in undergraduate nurses: a qualitative study. Nursing Praxis in Aotearoa New Zealand, 37(2).
Abstract: Explores volunteer actor patients' contribution to developing nursing students' clinical skills from the patient actors' perspective within a simulation learning environment. Describes how actor patients work with nursing students during simulation, providing feedback following each simulation. Conducts focus group interviews with four of these actor patients about their interactions with students, communication, the provision of realism, student engagement, and feedback to students.
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Asbury, E., & Orsborn, G. (2020). Teaching sensitive topics in an online environment: an evaluation of cultural safety e-learning. Whitireia Journal of Nursing, Health and Social Services, 27, 23–31.
Abstract: Tests an e-module for teaching cultural safety to address technical issues, content and suitability. Enrols 19 nursing students in an evaluation of the pilot online learning module.
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Kelly, S., Domdom, J., Murray, J., & Ulloa, M. (2020). Weaving professional practice with interprofessional education for real praxis outcomes. Whitireia Journal of Nursing, Health and Social Services, 27, 33–37.
Abstract: Suggests that health, social-service and education delivery are increasingly required to be inter-professional. Advises that such professionals use an integrative and inter-professional approach to navigate the complexities of their practice environments in order to improve outcomes for their service users.
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