| Home | [31–40] << 41 42 43 44 45 46 47 48 49 50 >> [51–60] |
|
| Records | |||||
|---|---|---|---|---|---|
| Author | Barton, J. | ||||
| Title | Pain knowledge and attitudes of nurses and midwives in a New Zealand context | Type | |||
| Year | 2001 | Publication | Abbreviated Journal  |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Pain management; Attitude of health personnel | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 1140 | Serial | 1125 | ||
| Permanent link to this record | |||||
| Author | Boyd, L. | ||||
| Title | “It could have just as easily been me”: Nurses working in mental health services who have experienced mental illness | Type | |||
| Year | 2001 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Mental health; Occupational health and safety | ||||
| Abstract | This research explores the issues and experiences of mental health nurses who experience or have experienced mental illness. This project was prompted by the author's concern for colleagues and friends in this situation. The research topic was approached using a mix of critical ethnography and action research principles. Five mental health nurses who all work for the same district health board were interviewed about their experiences of being mental health professionals with mental illness and the issues that arose from this. The themes that emerged from this research are: the reactions of nurse colleagues, the effects on participants' own mental health treatment, employer responses, professional experiences and issues and strategies for coping. Discussion and recommendations focus on the need for improvements to the responses that mental health nurses with experience of mental illness encounter in their workplace. Recommendations from this research encompass suggestions for both individual and organisational education, action and change. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1127 | ||
| Permanent link to this record | |||||
| Author | Lynch, T.M. | ||||
| Title | A qualitative descriptive study of youth with Crohn's disease | Type | |||
| Year | 2005 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Diseases; Adolescents; Nursing | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 1143 | Serial | 1128 | ||
| Permanent link to this record | |||||
| Author | Water, T. | ||||
| Title | The meaning of being in dilemma in paediatric practice: A phenomenological study | Type | |||
| Year | 2008 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | 259 pp | ||
| Keywords | Psychology; Paediatric nursing; Paedetric practice; Problem solving | ||||
| Abstract | This study explores the phenomenon of dilemma in paediatric practice. Using a hermeneutic phenomenological method informed by the writings of Heidegger [1889-1976] and Gadamer [1900-2002] this study provides an understanding of the meaning of 'being in dilemma' from the perspective of predominantly paediatric health care professionals but also families in New Zealand. Study participants include four families who had a child requiring health care and fifteen health care practitioners from the disciplines of medicine, nursing, physiotherapy, play specialist and occupational therapy who work with families and children requiring health care. Participants' narratives of their experiences of 'being in dilemma' were captured via audio taped interviewing. These stories uncover the everyday realities facing health professionals and families and provide an ontological understanding for the notion of dilemma. The findings of this study suggest that experience of dilemma for health professionals reveals a world that is uncertain and questionable where they are thrown into having to make uncomfortable choices and must live with the painful consequences of their actions. The consequences of being in such dilemma are having to find ways of living with the angst, or risk becoming too sensitive or desensitizing. For families the experience of dilemma reveals a similar phenomenon most evident in circumstances where they feel totalized by the impact of heath care encounters. This study has uncovered that the perspectives that health professionals and families bring to the experience of dilemma reveal different concerns and commitments and may be hidden from each other. This thesis proposes that health professionals and families need support in living with their own personal encounters of enduring experiences of dilemma. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1234 | ||
| Permanent link to this record | |||||
| Author | Mahoney, L. | ||||
| Title | Making the invisible visible: Public health nurses role with children who live with a parent with a mental illness | Type | |||
| Year | 2008 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Public health; Children; Community health nursing; Scope of practice | ||||
| Abstract | This research uses focus group methodology to examine the public health nursing practice with children living with a mentally ill parent. These children are often neglected, yet are at increased risk of developing mental illnesses themselves. The research data identified the burgeoning impact on public health nurses of such care, and found their role to be primarily assessment and advocacy. | ||||
| Call Number | NRSNZNO @ research @ 1304 | Serial | 1289 | ||
| Permanent link to this record | |||||
| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type | |||
| Year | 2008 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Nursing; Education | ||||
| Abstract | ABSTRACT BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system. AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ). METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS). RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study. CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
||||
| Call Number | NRSNZNO @ research @ | Serial | 1291 | ||
| Permanent link to this record | |||||
| Author | McNamara, N. | ||||
| Title | The meaning of the experience for ICU nurses when a family member is critically ill: A hermeneutic phenomenologcial study | Type | |||
| Year | 2007 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Intensive care nursing; Nurse-family relations | ||||
| 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. | ||||
| Call Number | NRSNZNO @ research @ 1312 | Serial | 1296 | ||
| Permanent link to this record | |||||
| Author | Honey, M.L.L. | ||||
| Title | Methodological issues with case study research | Type | Journal Article | ||
| Year | 2010 | Publication | Kai Tiaki Nursing Research | Abbreviated Journal |
NZNO Library |
| Volume | 1 | Issue | 1 | Pages | 9-11 |
| Keywords | Research, nursing; Research methodology; Study design; data analysis; Data collection methods | ||||
| Abstract | Case study research, as a qualitative methodology, attracts some criticism, especially related to rigour, reliability and validity. A New Zealand-based study that explored complex phenomena – flexible learning for postgraduate nurses – provides a practical example of how the case study design can address these criticisms. Through describing the mixed methods used, different sources and methods of data collection, and data analysis, the process of achieving data quality and trustworthiness are highlighted. | ||||
| Call Number | NZNO @ research @ | Serial | 1338 | ||
| Permanent link to this record | |||||
| Author | Rosieur, J. | ||||
| Title | An exploration of family partnership approaches to enhance care delivery and improve healthcare outcomes to young families within their communities | Type | Report | ||
| Year | 2010 | Publication | Abbreviated Journal |
NZNO Library | |
| Volume | Issue | Pages | 127 pp | ||
| Keywords | Professional-family relations; family health; family nursing | ||||
| Abstract | Margaret May Blackwell Trust Travel Study Fellowship 2009/2010. This report is an exploration of some current international trends and tools in the delivery of services supporting families with young children that aim to utilise a partnership approach between health providers, families and their communities. The MMB scholarhsip for 2009/2010 included six weeks of international travel in order to consult with a range of people in realtion to services provided to parents with young children in their various communities. My proposal was to explore current policies supporting Family Partnership (FP)approaches in health services; trends relating to FP approaches in practice; tools supporting FP practice for clinicians; as well as recent FP training and initiatives. |
||||
| Call Number | NZNO @ research @ | Serial | 1353 | ||
| Permanent link to this record | |||||
| Author | Morgan, F.A. | ||||
| Title | Primary health care nurses supporting families parenting pre-term infants | Type | |||
| Year | 2006 | Publication | Abbreviated Journal |
NZNO Library, University of Otago Library | |
| Volume | Issue | Pages | |||
| Keywords | Primary health care; Community health nursing; Paediatric nursing; Premature infants | ||||
| Abstract | This thesis reviews the role of primary health care nurses, who have an opportunity to play a unique role in teaching, touching and empowering families with newly discharged pre-term babies. Birth of a baby earlier than 37 weeks gestation ushers in a period of uncertainty and stress for parents. Uncertainties may centre on whether their infant will survive and what ongoing growth and developmental issues their infant will face. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1132 | ||
| Permanent link to this record | |||||
| Author | O'Malley, J. | ||||
| Title | Critical social analysis of acute institutionally based mental health nursing following an action research project | Type | |||
| Year | 2001 | Publication | Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Psychiatric Nursing; Hospitals; Quality of health care | ||||
| Abstract | This study using action research involving twelve registered nurses worked toward improving nursing care in an acute mental health in-patient service. Following focus groups with consumers, families, nurses, doctors, and allied health professionals, the action research group developed projects over eighteen months to improve continuity and consistency of nursing care. There was a subsequent restructuring of nursing service to better define leadership, accountability and to strengthen care delivery. The second half of the thesis involves a critical social analysis of the research data and produces a theory of mental health nursing which, the author suggests, has wide application in practice. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1133 | ||
| Permanent link to this record | |||||
| Author | Paton, B.I. | ||||
| Title | Unready-to-hand as adventure: Knowing within the practice wisdom of clinical nurse educators | Type | |||
| Year | 2003 | Publication | Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education | ||||
| Abstract | This research aims to clarify the knowing and wisdom that inform clinical nurse educators' responses through unpredictable situations. The author referred to philosophical literature on the notions of tacit knowledge, practical wisdom, smooth activity and the Unready-to-Hand experience. She created an explanatory framework and utilised this in a thought experiment by reflecting on personal experiences. To add clarity to these reflections, two layers of interviewing with nurse educators teaching in practice were carried out. The first layer was an interview with eight clinical nurse educators who in their role experienced Unready-to-Hand situations. The second layer consisted of four clinical nurse educators who volunteered to be involved in more in-depth interviews. An interpretive analysis of these clinical nurse educators stories illuminated the “Unready-to Hand as Adventure”, highlighting the uncertainty and energy associated with opening in the adventure, not knowing what will unfold, yet committed to remaining engaged and doing the best they can. Through the process of attuning to difference, accessing and deciphering knowing, nurse educators create meanings of situational complexities. By preserving the ideals of good practice and engaged caring, nurse educators salvage learning by creating opportunities for learning and teaching. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1134 | ||
| Permanent link to this record | |||||
| Author | Roberts, F. | ||||
| Title | The people the programme & the place: Nurses' perceptions of the Lakeland Health Professional Development Programme | Type | |||
| Year | 1999 | Publication | Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Careers in nursing; Professional development; Registered nurses | ||||
| Abstract | This thesis concerns the Professional Development Programme at Lakeland Health. In New Zealand, such programmes were introduced as a mechanism to openly recognise the clinical expertise of nurses. Clinical Career Pathways were introduced to nursing in North America in the 1970's at a time of nursing shortage. Prior to their inception, nurses wishing to develop their careers had to move to administration, management or education. The programmes recognised and rewarded expertise in practice. A qualitative, descriptive approach (using focus groups) was used with Registered Nurses to gather their perceptions of what helps nurses enroll in the Professional Development Programme. The ideas and insights of nine Registered Nurses were clustered around three main categories: The People (fear; being struck; motivation; feedback; peer support; ways of learning); the Programme (relevance; flexibility; Bachelor's Degrees; implementation; supporting information; fairness); the Place (time; regular and accessible; support from nurse leaders; management). These perceptions are discussed in more detail in the context of nursing at Lakeland Health and of Clinical Career Pathways in New Zealand. The findings are helpful for the evaluation and future development of the Professional Development at Lakeland Health. The research contributes to our understanding of what helps nurses enroll in a Clinical Career Pathway, and emphasises the importance of the People, the Programme and the Place. | ||||
| Call Number | NRSNZNO @ research @ 1150 | Serial | 1135 | ||
| Permanent link to this record | |||||
| Author | Spence, D.; Anderson, M. | ||||
| Title | Implementing a prescribing practicum within a Masters programme in advanced nursing practice. A pilot study | Type | Report | ||
| Year | 2006 | Publication | Abbreviated Journal |
NZNO theses and research material webpage | |
| Volume | Issue | Pages | |||
| Keywords | Prescription authority; Nursing; Education; Students; Advanced nursing practice | ||||
| Abstract | This report presents the findings and recommendations derived from a collaborative action research pilot project undertaken alongside the implementation of two nurse prescribing practicum courses. The students, teachers and supervisors participating in year long Masters' level prescribing practica at Auckland University of Technology (AUT) and Eastern Institute of Technology (EIT) were interviewed about their perceptions, concerns and actions relating the first time implementation of their respective practicum papers. Research findings suggest that the practicum implementation has been successful overall, however there is a need to refine delivery, and to review current funding arrangements. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1136 | ||
| Permanent link to this record | |||||
| Author | Stokes, G. | ||||
| Title | Who cares? Accountability for public safety in nurse education | Type | |||
| Year | 2005 | Publication | Abbreviated Journal |
Online at Research Space @ Auckland University | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Accountability; Patient safety | ||||
| 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. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1106 | ||
| Permanent link to this record | |||||