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Bear, R. (2019). Kangaroo Mother Care: Participatory action research within a Neonatal Intensive Care Unit in Aotearoa New Zealand. Doctoral thesis, Victoria University of Wellington, Wellington. Retrieved June 30, 2024, from http://hdl.handle.net/10063/8089
Abstract: Illustrates the use of participatory action research (PAR) to assist in the improvement of Kangaroo Mother Care (KMC) in one Neonatal Intensive Care Unit (NICU) in a NZ hospital, by means of audit, observation and interview. Describes the unfolding processes of PAR, as well as the inclusion of a secondary discourse analysis and parental perspectives from local and global literature.
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Malik, Z. K. C. (2021). Reviving resuscitation skills: Non-invasive ventilator training for ward nurses. Nursing Praxis in Aotearoa New Zealand, 37(3). Retrieved June 30, 2024, from www.nursingpraxis.org
Abstract: Describes the initiative at Wellington Regional Hospital to upskill ward nurses with non-invasive ventilation training as part of the pro-active response in anticipation of COVID-19 patients. Backgrounds the circumstances and practicalities of creating, teaching, and training advanced skills (non-invasive ventilation education) to ward nurses with limited respiratory experience.
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O'Bery, S. S. (2020). Registered Nurses experiences, knowledge and practice of kangaroo care for preterm babies in two Neonatal Intensive care units in South Island of New Zealand. Master's thesis, University of Otago, Dunedin. Retrieved June 30, 2024, from http://hdl.handle.net/10523/10752
Abstract: Explores registered nurses' (RN) experiences, knowledge and practice of kangaroo care (KC) for preterm infants. Highlights factors promoting or hindering the uptake of the practice in two neonatal intensive care units in both the Canterbury and Southland DHBs. Undertakes a qualitative, semi-structured interview-based study with 14 RNs highlighting the use of KC in everyday clinical practice.
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Mackle, D. (2021). Oxygen management in New Zealand and Australian intensive care units: A knowledge translation study. Doctoral thesis, Victoria University, Wellington. Retrieved June 30, 2024, from https://figshare.com/articles/thesis/OXYGEN_MANAGEMENT_IN_NEW_ZEALAND_AND_AUSTRALIAN_INTENSIVE_CARE_UNITS_A_KNOWLEDGE_TRANSLATION_STUDY/17097158 Victoria University of Wellington
Abstract: Investigates the effects of participation in the Intensive Care Unit Randomised Trial Comparing Two Approaches to Oxygen therapy (ICU-ROX) randomised controlled trial, on attitudes and practices in relation to ICU oxygen therapy. Distributes a practitioner attitudes survey to 112 specialist doctors and 153 ICU nurses. Performs both inception and retrospective cohort studies using the Australian and NZ ICU adult patient database before, and post-publication of the ICU-ROX trial results.
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Yu, S. [F. ]. (2021). Exploring resilience in Intensive Care Nurses in New Zealand. Ph.D. thesis, University of Auckland, Auckland. Retrieved June 30, 2024, from https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
Abstract: Investigates intensive care nurses' resilience levels and their association with personal factors and physical activity behaviour; physical work activity behaviour during a 12-hour shift; and clustered physical activity profiles and associations with resilience. Performs a cross-sectional study with intensive care nurses from four units at three hospitals in Auckland. Employs accelerometry to measure participants' physical activity during four days, two at work and two in their own time, and uses the Connor-Davidson Resilience Scale to measure resilience levels.
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Minton, C. M. (2017). A multicase study of a prolonged critical illness in the Intensive Care Unit : patient, family and nurses' trajectories. Ph.D. thesis, Massey University, Palmerson North. Retrieved June 30, 2024, from http://hdl.handle.net/10179/12978
Abstract: Examines the experiences of the patient, their family and healthcare professionals during the trajectory of a prolonged critical illness in an Intensive Care Unit (ICU). Conducts a qualitative, instrumental, multi-case study informed by the Chronic Illness Trajectory Framework. Analyses data from six linked cases (patient, family and clinicians) in four ICUs over a two-year period. Argues that identifying the sub-phases of a prolonged critical illness trajectory allows targeted interventions for each sub-phase.
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Hackney, L. H. (2021). Examining the relationship between coping strategies, burnout, bullying, and distress in Registered Nurses working in intensive care and progressive care. Master's thesis, University of Otago, Christchurch. Retrieved June 30, 2024, from http://hdl.handle.net/10523/12778
Abstract: Expands on existing research on the impact of coping constructs, derived from coping theory, on the inter-related issues of burnout, bullying, and psychological distress in RNs working in acute hospital settings, specifically Intensive Care Units (ICU) and Surgical Progressive Care Units (SPCU). Aims to demonstrate a positive relationship between burnout and bullying. Uses a quantitative cross-sectional design, collecting data via electronic questionnaire from RNs working in Christchurch Hospital's ICU and SPCU.
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Fielding, S. (2006). Learning to do, learning to be: The transition to competence in critical care nursing. Ph.D. thesis, , .
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.
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Hall, J. (2004). Building trust to work with a grounded theory study of paediatric acute care nurses work. Ph.D. thesis, , .
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.
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Pirret, A. M. (2005). The use of knowledge of respiratory physiology in critical care nurses' clinical decision-making. Ph.D. thesis, , .
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Bell, J. (2007). Blood glucose control using insulin therapy in critically ill adult patients with stress hyperglycaemia: A systematic review.
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Hardcastle, J. (2003). What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? Ph.D. thesis, , .
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Rummel, L. (2001). Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings. Ph.D. thesis, , .
Abstract: This thesis used a Heideggerian Hermeneutic approach to explore the experiences of registered nurses who act as preceptors to undergraduate student nurses. The researcher interviewed fifteen volunteer registered nurses twice as preceptors to investigate their experience. The data generated was audio-taped and analysed. Four dominant themes emerged. The first, 'Becoming attuned – the call', related to registered nurses responding to the call to be preceptors to students in their clinical placement. The second, “The emerging identity of being-as preceptor: keeping the student in mind”, related to preceptors cultivating their own identity as preceptors as they worked with students in the world of nursing practice. The third, 'Assessing where the student is at: the preceptor and preceptee working and growing together', related to a constant evaluation by preceptors of students' knowledge, readiness to learn, and the provision of learning opportunities. The fourth, 'Preceptors as builders of nursing practice through teaching reality nursing', facilitated the preceptee's experience of the real world of nursing practice. An overall constitutive theme: 'Preceptors as the safeguarders of the practices of nursing', emerged as the essence of the experience.
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Turner, C. L. E. A process evaluation of a shared leadership model in an intensive care unit. Ph.D. thesis, , .
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McNamara, N. (2007). The meaning of the experience for ICU nurses when a family member is critically ill: A hermeneutic phenomenologcial study. Ph.D. thesis, , .
Abstract: This study provides insight into the experience of being an ICU nurse and relative of a critically ill patient. Analysis of data from interviews of four ICU nurses who had experienced having a family member admitted to ICU brought up several themes. These included: a nurses' nightmare, knowing and not knowing, feeling torn, and gaining deeper insight and new meaning. Recommendations for organisational support for ICU nurse/relatives, and education for staff are made, based on the findings.
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