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Litchfield, M. (1991). Nursing education: Direction with purpose. Kai Tiaki: Nursing New Zealand, 84(7), 22–24.
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Pool, L. G. (2021). The Nurse Educator in Aotearoa New Zealand. Doctoral thesis, Auckland University of Technology, Auckland. Retrieved June 27, 2024, from http://hdl.handle.net/10292/14630
Abstract: Aims to contribute to an understanding of the work of nurse educators by illustrating the effect that changing health care and nursing workforce demands have had on the nurse educator role. Employs both academic and narrative writing in order to traverse the complexity of being a nurse educator. Argues that the educator needs to position the role between education and nursing practice, fulfilling the role of Kaiako Tapuhi.
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Adams, S., Oster, S., & Davis, J. (2022). The training and education of nurse practitioners in Aotearoa New Zealand: Time for nationwide refresh [editorial]. Nursing Praxis in Aotearoa New Zealand, 38(1). Retrieved June 27, 2024, from http://dx.doi.org/https://doi.org.10.36951/27034542.2022.01
Abstract: Argues that the following measures must be taken to ensure the ongoing development and establishment of nurse practitioners (NP) across the health sector: review of NP competencies; support for NPs to undertake the nurse practitioner training programme
(NPTP); formation of nationally-consistent and funded NPTPs; mentoring novice NPs; and a national workforce plan for NPs.
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Crossan, M., Honey, M., Wearn, A., & Barrow, M. (2022). Fundamentals of care in pre-registration nursing curricula: Results of a national survey. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 27, 2024, from www.nursingpraxis.org
Abstract: Argues that the Fundamentals of Care (FOC) conceptual framework is essential for nursing schools to teach and on which to assess nursing students for clinical competency. Provides a national overview of undergraduate pre-registration nursing curricula in NZ, exploring what and how schools of nursing teach and assess FoC. Distributes a cross-sectional descriptive questionnaire to course coordinators between 2019 and 2020, revealing variations in how FOC is taught and the lack of standardisation in course design. Highlights the opportunity for the Nursing Council to develop a national, evidenced-based FOC educational strategy.
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Harding, T. (2013). Cultural safety : a vital element for nursing ethics. Nursing Praxis in New Zealand, 29(1), 4–11.
Abstract: Argues that the globalisation of nursing and the internationalisation of nursing education potentially leads to the values underpinning nursing curricula coming into conflict with those of other cultures. Suggests the need to examine the values inherent in ethics education in nursing, proposing that cultural safety is incorporated into it in an increasingly multi-cultural nursing environment.
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Minton, C., Burrow, M., Manning, C., & Van der Krogt, S. (2022). Cultural safety and patient trust: the Hui Process to initiate the nurse-patient relationship. Contgemporary Nurse, , 9 p.
Abstract: Argues that the Hui Process, being a model informed by Maori values on connection, serves the aim of the Fundamentals of Care framework for nursing students, to learn relationship-based nursing through culturally-safe practice and communication. Explains the Hui Process which comprises four steps: mihi, whakawhanaungatanga, kaupapa and poroporoaki. Examines how the process leads to culturally-safe patient-centred care.
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Foster, P., Payne, D., & Neville, S. (2022). An exploration of how nurse education practices may influence nursing students' perception of working in aged care as a registered nurse: A Foucauldian discourse analysis. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 27, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings.
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Bowen-Withington, J. (2022). Emerging discourses shaping high-fidelity simulation as an education platform in Aotearoa New Zealand pre-registration nursing education: A Foucauldian discourse analysis. Doctoral thesis, Auckland University of Technology, Auckland. Retrieved June 27, 2024, from http://hdl.handle.net/10292/14962
Abstract: Asserts that nursing needs to think critically about High-fidelity simulation (HFS) use, and its dominance, in the educational preparation of nurses. Draws on the tenets of postmodernism and Foucauldian discourse analysis methodology to question the discourses and discursive practices that influence the use of HFS as an approach to intentional and unintentional teaching and learning in pre-registration nursing education in NZ. Explores how this shapes nursing students' subjectivity and, ultimately, nursing practice.
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Mackay, B.(and others). (2011). Utilising the hand model to promote a culturally-safe environment for international nursing students. Nursing Praxis in New Zealand, 27(1), 13–24.
Abstract: Backgrounds and describes the Hand Model, developed by a nurse teacher to assist her in teaching cultural safety, and suggests its potential to provide a framework for creating a culturally-safe environment for international students in NZ, including those aspects of cultural safety specific to NZ.
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Jamieson, I., & Harding, T. (2019). The perspectives of key stakeholders regarding New Zealand's first graduate-entry nursing programme. Kai Tiaki Nursing Research, 10(1), 8–14.
Abstract: Backgrounds the circumstances surrounding the establishment of NZ's first graduate-entry registered nursing programme in 2014 an the Christchurch Polytechnic Institute of Technology and the University of Canterbury. Undertakes a qualitative, descriptive case-study involving purposive sampling of stakeholders in the programme's establishment
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
Abstract: Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure.
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Seccombe, J., & Stewart, C. (2014). Motivation or self-directed learning: student perspectives. Kai Tiaki Nursing Research, 5(1), 21–24.
Abstract: Conducts a study of 90 undergraduate Bachelor of Nursing (BN) students in order to identify factors that motivate student nurses to undertake self-directed learning (SDL). Adapts an overseas rating scale questionnaire to survey third-year BN students to identify intrinsic or extrinsic factors that influence students' SDL behaviour. Categorises survey results in relation to content and navigation of the learning package; monitoring and management of personal learning; and relevance to topic and link to paper assessment.
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Wong, G., & Stokes, G. (2011). Preparing undergraduate nurses to provide smoking cessation advice and help. Nursing Praxis in New Zealand, 27(3), 21–30.
Abstract: Conducts an online survey of NZ's 17 schools of nursing to investigate the extent that smoking cessation education content is included in undergraduate nursing curricula. Reports which schools teach the recommended ABC approach and which teach approaches not recommended by the Ministry of Health.
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Jamieson, I., Harding, T., Withington, J., & Hudson, D. (2019). Men entering nursing: has anything changed? Nursing Praxis in New Zealand, 35(2). Retrieved June 27, 2024, from www.nursingpraxis.org
Abstract: Conducts thematic analysis to identify two predominant gender scripts: of nursing as women's work, and that men who nurse are homosexual. Notes the associated themes of the effect of negative stereotyping on male nurses' career choice, and their resistance to the stereotype of normative masculinity. Considers that the same barriers to men becoming nurses have remained unchanged since first identified and discussed in the 1960s.
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Bingham, H., & Malone, T. (2022). Developing compassion in nursing students through engaging with a lived experience. Kai Tiaki Nursing Research, 13(1), 19–25.
Abstract: Considers whether an educational intervention in which mental illness and addiction sufferers share their personal experience with nursing students results in the development of empathy and compassion among nursing students. Incorporates five workshops into the bachelor of nursing curriculum, in which students listen to the stories told by mental health/addiction patients. Gathers accounts from students of their reactions afterwards.
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