Abstract: This study relates to the emphasis placed by Coronary care Nursing Staff on the technical aspects of care as compared with the personal aspects of care for the patient in this area

Abstract: A study to identify the relevance of the Nursing assessment phase of the Nursing process to Nurses and Patients in the New Zealand setting

Abstract: A study designed to, 1. Establish a Patient- Nurse dependency Rating for those under care by District Nursing Service in the Dunedin urban area. 2. Utilise the information gained in ensuring an equitable work load for each District Nurse

Abstract: The research identifies how elderly people perceive the transition from home to institutional living. The methodology for the discovery of grounded theory is used. A conceptualisation of the transition to institutional living as five sequential and inter-related phases is introduced. In the first phases of anticipation and reaction; subjects responses to challenges introduced by transition tend to predominate. The third and fourth phases are characterised by subjects working through these challenges to achieve mastery within the new situation. The final phase is manifest in each individuals' attributing personal meaning to the transition within the context of his or her total life. Mastery within the new situation is achieved through problem solving approaches to increasing dependency, acceptance of personal responsibility for adjustment and the perception of institutionalisation as but one incident in each person's life. This transition was found to differ from those described amongst younger populations. It is proposed that this difference occurs as a function of developmental stage , frailty and the environmental situation. The research a) emphasises the holistic nature and complexity of nursing with frail elderly clients, b) support the uses of concepts from developmental theory as a basis for nursing practise with elderly clients, and c) suggests ways in which nursing education and research may contribute to the development of nursing care for elderly clients

Abstract: This is the second of a series of research projects undertaken to present the contemporary picture of the nurse workforce and their work in rural settings to inform policy for development of rural healthcare. The document presents the findings of telephone interviews with nurses in different work rural work settings around the country discussing their practice. The analysis identified a framework of four models of nursing practice: two traditional models defined by the institutions employing nurses, and two emerging models defined by the new positions requiring nurses to respond directly to health need.

Abstract: The focus of this study is the management of unsafe nursing students within the tertiary education context. The moral dilemmas experienced by nurse educators, specifically linked to the issue of accountability for public safety, are explored. The theoretical framework for the thesis is informed by the two moral voices of justice and care identified by Gilligan and further developed using the work of Hekman and Lyotard. Case study methodology was used and data were collected from three schools of nursing and their respective educational organisations. Interviews were conducted with nurse educators and education administrators who had managed unsafe nursing students. Interviews were also conducted with representatives from the Nursing Council of New Zealand and the New Zealand Nurses Organisation to gain professional perspectives regarding public safety, nurse education and unsafe students. Transcripts were analysed using the strategies of categorical aggregation and direct interpretation. Issues identified in each of the three case studies were examined using philosophical and theoretical analyses. This thesis explores how students come to be identified as unsafe and the challenges this posed within three educational contexts. The justice and care moral voices of nurse educators and administrators and the ways in which these produced different ways of caring are made visible. Different competing and conflicting discourses of nursing and education are revealed, including the discourse of safety – one of the language games of nursing. The way in which participants positioned themselves and positioned others within these discourses are identified. Overall, education administrators considered accountability for public safety to be a specific professional, nursing responsibility and not a concern of education per se. This thesis provides an account of how nurse educators attempted to make the educational world safe for patients, students, and themselves. Participants experienced different tensions and moral dilemmas in the management of unsafe students, depending upon the moral language games they employed and the dominant discourse of the educational organisation. Nurse educators were expected to use the discourses of education to make their case and manage unsafe students. However, the discourses of nursing and education were found to be incommensurable and so the moral dilemmas experienced by nurse educators were detected as differends. This study bears witness to these differends.