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Trout, F. (1999). Health needs assessment within the ecology of caring. Ph.D. thesis, , .
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Scott, S., Johnson, Y., & Caughley, B. (2003). An evaluation of the new graduate orientation programme: Introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. [Wellington]: Massey University.
Abstract: This report presents a longitudinal research study which evaluated the effectiveness of the twelve months New Graduate Orientation Programme introduced at Capital Coast District Health Board's Wellington Hospital in March 1998. The programme was implemented to assist new nursing graduate's transition into the role of registered nurse. The evaluation project took place over a three-year period. Three annual intakes of new graduates enrolled in the New Graduate Orientation Programme were surveyed by questionnaire on their completion of the programme.
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O'Sullivan, C. (2002). Cardiopulmonary resuscitation: Attitudes and knowledge of medical and nursing staff. Ph.D. thesis, , .
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Hylton, J. A. (2002). Enrolled nurse transition to degree level study based at a rural satellite campus. Ph.D. thesis, , .
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DeSouza, R. (2002). Walking upright here: Countering prevailing discourses through reflexivity and methodological pluralism. Ph.D. thesis, , .
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Stolz-Schwarz, P. (2001). Barriers to and facilitators of research use in clinical practice for a sample of New Zealand registered nurses. Ph.D. thesis, , .
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Rowe, W. (2001). An ethnography of the nursing handover. Ph.D. thesis, , .
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Somerville, A. M. (1979). Acute respiratory distress in asthma. Ph.D. thesis, , .
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Martin, M. M. (1996). Spiritual healing and its contribution to contemporary religious life and alternative medicine in Aotearoa-New Zealand. Ph.D. thesis, , .
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Honey, M. (1997). New Zealand practice nurses' use of and attitude toward computers. Ph.D. thesis, , .
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Coup, A. (1998). Being safe and taking risks: how nurses manage children's pain. Ph.D. thesis, , .
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Seaton, P. (1998). The experiences of registered nurses in polytechnic baccalaureate degree programmes: an interpretive phenomenological study. Ph.D. thesis, , .
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Eichblatt, A. (1996). One woman's experience of living with chronic pain: a phenomenological study. Ph.D. thesis, , .
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Osborne, M. (1998). A qualitative meta-analytical account of the phenomen of self-mutilation among non-psychotic clients within the mental health care system. Ph.D. thesis, , .
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Wilson, S. C. (2007). A qualitative exploration of emotional competence and its relevance to nursing relationships. Ph.D. thesis, , .
Abstract: This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession.
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