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| Author | Jamieson,I | ||||
| Title | What are the views of Generation Y New Zealand Registered Nurses towards nursing, work and career?: A descriptive exploratory study | Type | |||
| Year | 2012 | Publication | Abbreviated Journal  |
Available from the NZNO Library | |
| Volume | Issue | Pages | 290 pp | ||
| Keywords | Generation Y; Young nurses; Registered Nurses; Workforce planning; Attitudes to nursing; Surveys; Nursing shortages | ||||
| Abstract | The author has taken a broad approach to this research to explore the views of Generation Y New Zealand Registered Nurses towards the nursing profession, the work itself and their career plans. This study arose out of the author?s interest in health care workforce planning for nursing and in particular the retention of young nurses given the current national and global shortage of nurses. Because of the broad and descriptive nature of the research, a wide variety of topics are included in the literature reviewed. Chapter one provides background to the study and an overview of generational cohorts. Chapter two explores selected literature relevant to the concept of work and the characteristics of the Generation Y workforce. Other topics included in this chapter include Herzberg?s work motivation hygiene/maintenance theory and a selection of literature about key workforce recruitment and retention issues. A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Health Sciences |
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| Call Number | NZNO @ research @ | Serial | 1393 | ||
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| Author | Brinkman, A. | ||||
| Title | Collating for collaboration: Tertiary education funding structures | Type | Report | ||
| Year | 2008 | Publication | Abbreviated Journal |
Available from http://www.nzno.org.nz | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Policy | ||||
| Abstract | The nursing education environment is complex and varied, and is affected by both the education and health systems. This report backgrounds the funding systems that underwrite the Tertiary Education Commission (TEC) processes. The two primary objectives that have guided this collation are: to stimulate awareness and discussion of the issues around funding nursing education in New Zealand; and to promote understanding of the complex funding structures currently in place in New Zealand by students, nurses, nurse educators and nurse managers. | ||||
| Call Number | NZNO @ research @ | Serial | 1330 | ||
| Permanent link to this record | |||||
| Author | Walker, L. | ||||
| Title | ?Holding up?: The first biennial NZNO Employment Survey | Type | Report | ||
| Year | 2009 | Publication | Abbreviated Journal |
Available from http://www.nzno.org.nz | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; New Zealand Nurses' Organisation; Workplace; Personnel staffing and scheduling; Industrial relations | ||||
| Abstract | In this report, the New Zealand Nurses Organisation (NZNO) releases the findings from its first-ever members' employment survey. The questionnaire, based on the United Kingdom?s Royal College of Nurse?s annual survey (which has been running for 21 years) covered core employment issues: employment agreements, hours, pay, job change, along with demographic details, as well as questions around plans for and perceptions of working life for over 800 NZNO members. | ||||
| Call Number | NZNO @ research @ | Serial | 1331 | ||
| Permanent link to this record | |||||
| Author | Gardner, A.; Hase, S.; Gardner, G.; Dunn, S.; Carryer, J.B. | ||||
| Title | From competence to capability: A study of nurse practitioners in clinical practice | Type | Journal Article | ||
| Year | 2008 | Publication | Journal of Clinical Nursing | Abbreviated Journal |
Author copy available 12 months after publication from QUT ePrints |
| Volume | 17 | Issue | 2 | Pages | 250-258 |
| Keywords | Nurse practitioners; Professional competence; Advanced nursing practice; Evaluation | ||||
| Abstract | This research aimed to understand the level and scope of practice of the nurse practitioner in Australia and New Zealand further using a capability framework. The original study, from which the present paper was developed, sought to identify competency standards for the extended role of the nurse practitioner in Australia and New Zealand. In doing so the researchers became aware that while competencies described many of the characteristics of the nurse practitioner they did not manage to tell the whole story. In a search of the literature, the concept of capability appeared to provide a potentially useful construct to describe the attributes of the nurse practitioner that went beyond competence. A secondary analysis of data obtained from the interviews with 15 nurse practitioners working in Australia and New Zealand was undertaken. The analysis showed that capability and its dimensions is a useful model for describing the advanced level attributes of nurse practitioners. Thus, nurse practitioners described elements of their practice that involved: using their competences in novel and complex situations as well as the familiar; being creative and innovative; knowing how to learn; having a high level of self-efficacy; and working well in teams. This study suggests dimensions of capability need to be considered in the education and evaluation of nurse practitioners. | ||||
| Call Number | NRSNZNO @ research @ 945 | Serial | 929 | ||
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| Author | Watson, S.L. | ||||
| Title | Attitudinal shifting: A grounded theory of health promotion in coronary care | Type | |||
| Year | 2007 | Publication | Abbreviated Journal |
AUT University Library | |
| Volume | Issue | Pages | |||
| Keywords | Health promotion; Policy; Professional development; Cardiovascular diseases; Nursing; Nurse-patient relations; Education | ||||
| Abstract | Current New Zealand health policy encourages collaborative health promotion in all sectors of health service delivery. The integrated approach to the acute management of coronary heart disease in a coronary care unit, combining medical therapy and lifestyle change, supports clinical health promotion. The aim of this study was to use the grounded theory approach to discover the main concerns of nurses' promoting health in an acute coronary care setting and to explain the processes that nurses used to integrate health promotional activities into their practice. Seventeen registered nurses from three coronary care units within a large metropolitan city in New Zealand were interviewed. Data were constantly compared and analysed using Glaser's emergent approach to grounded theory.The main concern for nurses promoting health within coronary care was ritualistic practice. In this study, ritualistic practice concerns the medically-based protocols, routines, language and technology that drives nursing practice in coronary care. This concern was resolved via the socio-cultural process of attitudinal shifting that occurs over time involving three stages. The three conceptual categories, environmental pressures, practice reality and responsive action are the main components of the theory of attitudinal shifting. In environmental pressures, nurses experience a tension between specialist medically-dominated nursing practice and the generalist nursing role of promoting health. In practice reality, nurses become aware that the individual needs of patients are not being met. This causes role conflict until the nurse observes colleagues who role model possibilities for practice, working with patients to promote health. Responsive action sees the nurse engaging in self-development, also focusing on the nurse-patient relationship, thereby enabling active patient involvement in individual health-promoting decisions. The author suggests that the findings from this research have implications for nursing practice and education. With the increasing specialisation in nursing practice, these findings may be of interest to nurses working in delegated medical roles where the reality of everyday practice precludes nurses from undertaking their essential nursing role. Health care facilities also need to ensure that there are opportunities for the personal and professional development of nursing staff. The place of health promotion within nursing undergraduate curricula needs to be examined, as many nurses found that they were ill prepared for undertaking health promotional activities. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 807 | ||
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| Author | McClelland, B. | ||||
| Title | Critical factors that influence staff retention in an acute perioperative environment | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
AUT University Library | |
| Volume | Issue | Pages | |||
| Keywords | Recruitment and retention; Nursing | ||||
| Abstract | There are a number of factors recognised as significant for nursing staff retention. These include, a lack of organisational care, bullying (commonly referred to as horizontal violence), and high workload acuity. However, there does not appear to be any indication that these factors influence the retention of nurses within the speciality of acute perioperative nursing. A descriptive study using postpositivist methodology and triangulation of methods was designed to answer the question: What are the critical factors that influence staff retention in an acute perioperative environment? Forty-eight perioperative nurses answered a questionnaire in relation to individual needs, provision of nursing care and administration and management. Four nurses subsequently participated in a focus group interview that explored in more depth, the survey data related to the following characteristics: Educational opportunities; Level of workload acuity; Rostering flexibility; Management; Established policies/Quality assurance; Graduate orientation programs and Professional relationships in an acute perioperative setting. Data analysis revealed that > 90% of respondents agreed that these characteristics are important for job satisfaction and influence staff retention in an acute perioperative environment. A sense of belonging appears to be the most important theme that emerged from the qualitative data. Job satisfaction and staff retention are attained when nurses have a sense of belonging in the workplace. To achieve this nurses need to identify barriers, develop their communication and leadership skills and determine the ideal professional practice model. The author suggests that the themes “Finding time” and increased “sick leave”, in relation to workload acuity are new findings that provide a platform for future research. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 894 | ||
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| Author | Sye, J. | ||||
| Title | A fine balance | Type | |||
| Year | 2008 | Publication | Abbreviated Journal |
AUT University Library | |
| Volume | Issue | Pages | |||
| Keywords | Paediatric nursing; Community health nursing; Nurse-patient relations; Children; Patient rights | ||||
| Abstract | The aim of this study is to analyse the discourses drawn upon by community paediatric nurses in relation to children's rights to health. The philosophy of Michel Foucault has been used to underpin the analysis of the interviews and exemplars of five experienced community nurses, revealing conflicting power relationships and discourses. Rights are formalised morality and so from a children's rights perspective, discourses reflect both the moral and ethical positions of the nurses. Children are constructed as developing human beings whose moral status gradually changes and who, through a lack of developmental autonomy, entrust their decision-making to their representatives (parents and caregivers) as their trustees. Rights are correlative with the obligations and duties toward children by both families and society. Society constructs legislative and politically organised structures to govern raising children because children are an intrinsic social concern. Whilst representing society's interest in children's rights to health, nurses in the home act as a conduit for multiple governing structures. The nurses in this study construct their “truths” and knowledge about children's health rights from nursing, medicine, law, education, and social policy. However, the values of individual parents can conflict with universal values for children's health and wellbeing. Therefore representing society positions nurses as “agents of the state”, a role that potentially holds power over parents and children and leads to the epithet of “the health police”. Within the institution of the family, and in the privacy of the home, there are also mechanisms of power that can resist the mechanisms of the state and its representatives. Therefore the discourse “it takes a village to raise a child” competes with the “my home is my castle” discourse. Nurses negotiate a fine balance between these power relations. Nurses are challenged with using power productively to promote children's rights whilst respecting the role of parents and families. The author argues that children's rights are central to the moral and ethical work of nurses but that such work is often obscured and invisible. She proposes that children's community nurses are excellent at negotiating networking and connecting at a micro level, but need to create a more sophisticated and cohesive entity at a macro level to become fully political children's rights advocates. | ||||
| Call Number | NRSNZNO @ research @ 911 | Serial | 895 | ||
| Permanent link to this record | |||||
| Author | Hetaraka, B. | ||||
| Title | A study of nurses working in a community development model | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| Keywords | Community health nursing; Health promotion; Nursing | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 486 | Serial | 472 | ||
| Permanent link to this record | |||||
| Author | Fielding, S. | ||||
| Title | Learning to do, learning to be: The transition to competence in critical care nursing | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| 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 | |||
| Year | 2006 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| 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 | |||||
| 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 | |||
| Year | 2005 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| 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 | ||
| Permanent link to this record | |||||
| Author | Williams, P. | ||||
| Title | The experience of being new in the role of Charge Nurse | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 608 | Serial | 594 | ||
| Permanent link to this record | |||||
| Author | Hall, J. | ||||
| Title | Building trust to work with a grounded theory study of paediatric acute care nurses work | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| 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 | ||
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| Author | Best, G.A. | ||||
| Title | Being pruned: Student nurses experience of being shaped in clinical practice by lecturers | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| Keywords | Students; Nursing; Education | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial | 599 | ||
| Permanent link to this record | |||||
| Author | Johns, S. | ||||
| Title | Being constrained and enabled: A study of pre-registration nursing students ethical practice | Type | |||
| Year | 2004 | Publication | Abbreviated Journal |
Auckland University of Technology Library | |
| Volume | Issue | Pages | |||
| 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 | ||
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