| Records |
| Author |
Vallance, E.; Scott, S. |
| Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
2 |
Pages |
41-51 |
| Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
Abstract  |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
556 |
| Permanent link to this record |
| |
|
| |
| Author |
Cadigan, Karen |
| Title |
Supporting the struggling nursing student in clinical practice : a qualitative descriptive study |
Type |
Book Whole |
| Year |
2017 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
97 p. |
| Keywords |
Nursing students; Clinical placement; Clinical practice; Clinical Lecturers; Nursing education |
| Abstract |
Utilises a descriptive design methodology to explore the experiences of 14 clinical lecturers who work alongside student nurses in the clinical practice component of the nursing education programme. Highlights issues facing students in the clinical environment. Identifies potential strategies to support struggling student nurses in clinical practice. |
| Call Number |
NZNO @ research @ |
Serial |
1583 |
| Permanent link to this record |
| |
|
| |
| Author |
Hardcastle, J. |
| Title |
The meaning of effective education for critical care nursing practice: A thematic analysis |
Type |
Journal Article |
| Year |
2004 |
Publication |
Australian Critical Care |
Abbreviated Journal |
|
| Volume |
17 |
Issue |
3 |
Pages |
114, 116-2 |
| Keywords |
Hospitals; Nursing; Education; Nursing specialties |
| Abstract |
Using thematic analysis, this study explored the phenomenon of effective education for critical care nursing practice by asking: What does effective education for critical care nursing practice mean to nurses currently practising in the specialty? Eighty eight critical care nurses from the South Island provided written descriptions of what effective education for critical care nursing practice meant to them. Descriptive statements were analysed to reveal constituents, themes and essences of meaning. Four core themes of personal quality, practice quality, the learning process and learning needs emerged. Appropriateness or relevance for individual learning needs is further identified as an essential theme within the meaning of effective education for critical care nursing practice. Shared experiences of the phenomenon are made explicit and discussed with reference to education and practice development in the specialty. The study results lend support to education that focuses on individual learning needs, and identifies work based learning as a potential strategy for learning and practice development in critical care nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
873 |
| Permanent link to this record |
| |
|
| |
| Author |
Schroyen, B.; Finlayson, M. |
| Title |
Clinical teaching and learning: An action research study |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
2 |
Pages |
36-45 |
| Keywords |
Education; Nursing; Hospitals |
| Abstract |
Using an educational action research model, a nursing lecturer based in a polytechnic and ten students formed a research group to address one issue that was important to them. The research group chose to plan, implement and evaluate a practical change strategy aimed at improving the teaching and learning relationship between students and staff nurses in clinical settings. A sample of five staff nurses working closely with five students in the group was invited to join the study in order to gain their perspectives on the issues. The findings were that contract learning provides a strategy which, under certain conditions, offers both students and staff nurses an opportunity to improve the effectiveness of their interactions. |
| Call Number |
NRSNZNO @ research @ |
Serial |
545 |
| Permanent link to this record |
| |
|
| |
| Author |
Ogden, Emma |
| Title |
Is it ACE? The influence of the Advanced Choice of Employment scheme on new graduates' decisions to accept a position in the Nurse Entry to Specialist Practice in Mental Health and Addiction programme. |
Type |
Book Whole |
| Year |
2018 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
183 p. |
| Keywords |
Graduate nurses; Recruitment and retention; Nursing education; Nurse Entry to Specialty Practice (NESP); Advanced Choice of Employment (ACE); Mental health nursing; Addiction nursing |
| Abstract |
Uses an instrumental case study to explore the role of Advanced Choice of Employment (ACE) on the decision to enter the Nurse Entry to Specialised Practice (NESP). Examines the NESP programme in one DHB in which 14 participants who had accepted positions on NESP without specifying the specialty were given semi-structured interviews, as was the NESP coordinator about the employer experience of NESP. Suggests how education providers and DHBs can prepare ACE applicants for the recruitment process. |
| Call Number |
NZNO @ research @ |
Serial |
1643 |
| Permanent link to this record |
| |
|
| |
| Author |
Mathew, Biby Rose |
| Title |
Systematic literature review of the major themes in New Zealand health informatics research |
Type |
Book Whole |
| Year |
2021 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
66 p. |
| Keywords |
Health informatics; Nursing informatics; Nursing education; Decision-making; Health research |
| Abstract |
Uses a systematic literature review to identify the following themes in health informatics research: conceptualisation of health informatics; big data analytics (BDA) in health informatics; types of health information systems; history of health informatics; and teaching nursing informatics. Concentrates on devices, methods, and interventions needed to promote the attainment of big-data analytics in health informatics and its use in medical and health decision-making. |
| Call Number |
NZNO @ research @ |
Serial |
1755 |
| Permanent link to this record |
| |
|
| |
| Author |
Neville, Stephen; Montayre, Jed; Napier, Sara; Macdiarmid, Rachel; Holroyd, Eleanor; Britnell, Sally; Ripley, Paul |
| Title |
Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review |
Type |
Journal Article |
| Year |
2021 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
| Volume |
37 |
Issue |
2 |
Pages |
7-23 |
| Keywords |
Blended learning; Nursing education -- Australasia; Online learning; Nursing registration |
| Abstract |
Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations. |
| Call Number |
NZNO @ research @ |
Serial |
1705 |
| Permanent link to this record |
| |
|
| |
| Author |
Garcia, Alicia; Whitehead, Dean; Winter, Helen S |
| Title |
Oncology nurses' perception of cancer pain: a qualitative exploratory study |
Type |
Journal Article |
| Year |
2015 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
31 |
Issue |
1 |
Pages |
27-33 |
| Keywords |
Cancer pain; Oncology nurses; Pain assessment; Pain management; Nursing education |
| Abstract |
Undertakes research to explore how oncology nurses perceive cancer pain in patients. Presents the findings of semi-structured interviews with a sample of 5 registered nurses working in a NZ oncology ward, who reported their responses to under-treatment of cancer pain. Highlights the need to explore cancer pain management with patients. |
| Call Number |
NZNO @ research @ |
Serial |
1500 |
| Permanent link to this record |
| |
|
| |
| Author |
Barnhill, Dianne; McKillop, Ann; Aspinall, Cathleen |
| Title |
The impact of postgraduate education on registered nurses working in acute care |
Type |
Journal Article |
| Year |
2012 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
28 |
Issue |
2 |
Pages |
27-36 |
| Keywords |
Postgraduate education; Clinical practice; Nursing education; Surveys |
| Abstract |
Undertakes a quantitative descriptive study to investigate the impact of postgraduate education on the practice of nurses working in medical and surgical wards of a District Health Board (DHB) hospital. Distributes an anonymous postal survey to 57 registered nurses and 25 senior nurses in these clinical areas and discusses the findings. |
| Call Number |
NZNO @ research @ |
Serial |
1475 |
| Permanent link to this record |
| |
|
| |
| Author |
Roy, Dianne; Gasquoine, Susan; Caldwell, Shirrin; Nash, Derek |
| Title |
Health Professional and Family Perceptions of Post-Stroke Information |
Type |
Journal Article |
| Year |
2015 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
31 |
Issue |
2 |
Pages |
7-24 |
| Keywords |
Stroke; Patient education; Health professionals; Families |
| Abstract |
Undertakes a mixed-methods descriptive survey to ascertain the information needs of stroke families through identifying current practice and resources, their appropriateness, accessibility, timeliness and the information gaps. Collects qualitative and quantitative data via face-to-face interviews. Identifies barriers to effective provision of information, including language and other communication barriers, time constraints and workload issues for health professionals. Highlights the discrepancy between health professionals' theoretical understanding of information provision and their actual practice. |
| Call Number |
NZNO @ research @ |
Serial |
1508 |
| Permanent link to this record |
| |
|
| |
| Author |
Johns, Susan Rosemary |
| Title |
It's always with you: the experience of being a 1970s hospital-trained general nursing student |
Type |
Book Whole |
| Year |
2019 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
203 p. |
| Keywords |
General nurse training; Nursing education; Hermeneutic phenomenology; Ontology |
| Abstract |
Uncovers the significance for nurses who were trained within the 1970s apprenticeship model in NZ hospitals, in their present understanding of themselves as nurses. Confirms that the 1970s heralded the beginning of the end of the apprenticeship system of nurse training, and that literature related to this era of general student nurse training is limited. Uses philosophical hermeneutics to guide interviews with 15 former student nurses who trained within the Auckland Hospital Board School of Nursing, and who reflect 40 years afterward, on how their apprenticeship training influenced the type of nurses they became. |
| Call Number |
NZNO @ research @ |
Serial |
1630 |
| Permanent link to this record |
| |
|
| |
| Author |
Hart, Maria |
| Title |
Reducing poverty by addressing equity with a focus on prenatal alcohol exposure and inter-generational trauma: Identify, address and remove systemic barriers |
Type |
Report |
| Year |
2018 |
Publication |
Margaret May Blackwell Travel Study Fellowship Report |
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
53 p. |
| Keywords |
Fetal Alcohol Spectrum Disorder; Alcoholism; Pregnancy; Inter-generational trauma; Child health nursing; Community health nursing; Health education; Women's health; Maori health |
| Abstract |
Travels to Australia and Canada to examine public health efforts in those countries to inform pregnant women about the risks of fetal alcohol spectrum disorder (FASD), particularly among indigenous populations. Studies regional initiatives around NZ to inform the establishment of a preventive and assessment programme in the Bay of Plenty DHB. |
| Call Number |
NZNO @ research @ |
Serial |
1664 |
| Permanent link to this record |
| |
|
| |
| Author |
Lesa, R. |
| Title |
Advanced physical assessment skills: Factors that influence registered nurses' use of skills in the clinical setting, on completion of an advanced health assessment course |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Nursing; Primary health care; Nursing specialties; Education |
| Abstract |
Traditionally the use of advanced physical assessment skills when assessing a patient or client has been the domain of the medical profession. The last few decades has seen many changes in health provision that have influenced nursing practice, as a result of the social and economic trends impacting on New Zealand society. A notable change in nursing practice has been an increased emphasis on the use of advanced physical assessment skills by registered nurses, as an expected part of the registered nurse's health assessment. Nurses in the United States, and more recently Canada and Australia, readily include these skills as an expansion of their health assessment into their nursing practice. The purpose of this research is to investigate whether New Zealand registered nurses have done the same. The factors that influence the registered nurses' use of these skills are also explored. This descriptive design was chosen in order to focus on exploring and describing this phenomenon in a holistic fashion. Data collection involved one hour semi- structured interviews with seven participants who all completed the same postgraduate advanced health assessment educational course. Three themes were identified as influencing the use of advanced physical assessment skills; the registered nurse's work environment, the registered nurse's attributes and the registered nurse's original nursing education. The findings from this research have implications for nurses in practice and nurse educators, in both undergraduate and postgraduate education. |
| Call Number |
NRSNZNO @ research @ |
Serial |
498 |
| Permanent link to this record |
| |
|
| |
| Author |
Foster, Pamela Margaret |
| Title |
What undergraduate nurse education actually teaches student nurses about people named as older: A Foucauldian discourse analysis |
Type |
Book Whole |
| Year |
2020 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
198 p. |
| Keywords |
Nursing education; Aged care; Nurses' perceptions; Stereotypes |
| Abstract |
Traces the origins of gerontology knowledge among student nurses while considering how people designated as older are perceived by the student nurse, and the effects of functional decline and biomedical discourses on their views of older people when on clinical placement in aged residential care (ARC) facilities. Hghlights the contested domain of gerontology knowledge to generate dialogue about how older age is actually represented in student nurse education, as the current iteration perpetuates stereotypical assumptions about older age. |
| Call Number |
NZNO @ research @ |
Serial |
1745 |
| Permanent link to this record |
| |
|
| |
| Author |
Seccombe, J. |
| Title |
Attitudes towards disability in an undergraduate nursing curriculum: The effects of a curriculum change |
Type |
Journal Article |
| Year |
2007 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
|
Issue |
27(5) |
Pages |
|
| Keywords |
People with disabilities; Nursing; Education; Students |
| Abstract |
Through improved technology and treatment and ongoing de-institutionalisation, nurses will encounter growing numbers of people with disabilities in the New Zealand community and hospitals. Quality of nursing care is influenced by attitude and this study was to evaluate the effect of a curriculum change on the attitudes of two different streams of student nurses towards people with disabilities. During the year 2002 a focused disability unit was introduced to the revised undergraduate nursing curriculum of a major educational institution in New Zealand. The opportunity arose to consider student nurses' attitudes toward disabled people, comparing two streams of students undertaking two different curricula. A convenience sample of students completed Yuker, Block and Younng's (1970) Attitudes Toward Disabled Persons scale (ATDP) form B prior to and on completion of their relevant disability unit. No statistically significant difference in scores was demonstrated. A number of possible reasons for this are suggested. |
| Call Number |
NRSNZNO @ research @ |
Serial |
833 |
| Permanent link to this record |
