Abstract: This study identifies, describes and generates a theoretical explanation of what it means to be a Nurse educator in New Zealand in the 1990's. It explores individual experiences within the broader social context. Sixteen participants from three Schools of Nursing in New Zealand were interviewed over a four month period. Constant comparative analysis of data eventuated in the identification of four conceptual categories named as : being a teacher, settling down, finding a place and coping with change. They were then drawn into the core category – Being – in- Becoming. Being – in- Becoming, means in this study, that a person is the Nurse teacher simply because that person has taken on the work of a teacher. In being a teacher, the person is adapting, changing and learning how to become a teacher. Being – in- Becoming, is a process which is on going, never ending, and constantly changing. The essence of this study is that the teacher's experience of Being – in- Becoming. is influenced by personal development and the way the person comes to 'know' about the world of Nursing education who is also intimately connected to the way Nursing curriculum is defined and experienced by individual teachers. These findings have implications for Nursing education , in recognition of teacher's concerns, background meanings and problems which influence a person's experience of being a Nurse educator. Expectations that feelings should be 'managed' therefore ignored is consistent in a group which claims caring as the essence of Nursing practice. Excessive workloads are constantly cited as a major problem for worker. The organisation has the responsibility to acknowledge the human experience of those who work within this area and to undertake to respond in ways which can improve the situation for all

Abstract: “A brief look at self-care and some of the issues relevant to nurses recognising it as a component of acute care”

Abstract: The Nightingale ethos with its allegiance to the traditional belief in women's responsibility for nurturance, cleanliness and order, aided in the shaping of early formal nursing education in New Zealand

Abstract: The purpose of this study is to examine aspects of the behaviour of Nurses towards persons with alcohol related problems. Similarities and differences in helpful and unhelpful behaviour as perceived by providers and users of care are identified using the behaviour to alcoholism management ( B.R.A.M.) scale. The research covers two phases. In phase One 27 Registered Nurses and 12 members of Alcoholics Anonymous completed critical incident questionnaires which furnished a list of helpful behaviours and a list of unhelpful behaviours. These have been analysed and a set of descriptive statements prepared which constitutes the B.R. A.M. scale. In Phase Two this has been administered to 67 Registered Nurses and 46 members of Alcoholics Anonymous and the results assessed. The findings show that Nurses and Problem Drinkers view the same behaviour as helpful. There is however a significant difference between the two groups on the types of behaviour they consider to be unhelpful. This finding has consequences for those who provide care for problem Drinkers and for Teachers and students in education programs for Nurses

Abstract: The relevance of Nursing Curricula and the degree of effectiveness of their outcomes for the 'consumer' ( clients, students, a given society) are seen as commiserate to the degree that a curriculum is developed with due regard for the 'social realities' of a society. "Social realities' are defined as the actual conditions, pressures, disabilities and abilities, limitations and resources that exist in the lifespan of people and form the environment within which Nursing practices. A Curriculum relevancy process ( CRP) has been developed for use as the main analytical tool of the study. CRP has been designated as an information seeking, problem solving and evaluative process. It consists of three phases with a major emphasis on the first phase, information seeking. Information has been gathered about contemporary social realities ( the year of 1979) and related Socio- health disorders. Information has been gathered and analysed from official ad voluntary sources and the findings related to curricular choices for Nursing education

Abstract: The experiences of nurses employed on casual contracts were explored using grounded theory methodology. Data analysis showed that the experience of casual nursing is constituted by interwoven processes of discontinuity and marginality with an overall theme and processes of compromise to obtain a sense of balance by the casual nurse. Implications for permanent staff, casual nurses and organizations are developed

Abstract: This phenomenological study describes the lived experience of mothering a child hospitalised with acute illness or injury. Seven mothers who had experienced this crisis within twelve months of our first interview agreed to share their stories with me. The resulting data were analysed and interpreted using van Manen's interpretation of Heideggerian phenomenology.Four phenomenological themes emerged from this study. Mothers have a special kind of knowing. They have a need to do with and for their child. Handing over to or leaving their child in the care of strangers and waiting for their child to be returned to their care are very difficult things for mothers to do. Their constant vigilance is enabled by their special kind of knowing and their need to do. The difficulty of handing over, leaving and waiting is emphasised by mothers' constant vigilance.Personal experiences during the course of my study presented significant challenges to my ability to offer an effective phenomenological description of the phenomenon under study. Continuous reflection aided by dialogue with fellow phenomenological researchers has resulted in a meaningful narrative.This description of mothering in a context of crisis is useful in the potential contribution it makes to nurses' understanding of mothers' experience of the hospitalisation of their children. It supports the philosophy of family-centered care and highlights the ability of individual nurses to make a positive difference to a very stressful experience