Abstract: There is a considerable body of literature discussing the stressors experienced by nurses and other health professionals when caring for those who are terminally ill and dying. Also, a number of articles offer suggestions, including the views of staff, as to what type of professional and organisational support is required when working in this often demanding specialty. There are, however, very few reports of assessment of the effectiveness of such supportive interventions and in particular, the impact of such support on the quality of patient care. This literature review examines any reported relationships between the quality of nursing provided by palliative care nurses and the staff support received by those nurses.

Abstract: There is concern over the standards of nursing practice skill acquisition in undergraduate programs. One of the issues relevant to this is which of the multitude of nursing practice skills to include in an undergraduate program. Previous research by Alavi, Loh and Reilly (1991) has been modified and used in clinical settings in the New Zealand context in order to address this concern. Competency level of the most important skills identified by clinicians was also sought in order to aid development of a skill curriculum for Whitireia Community Polytechnic. There is a strong theoretical support for the preparation of student nurses in skills laboratories prior to clinical learning experience in order to maximise learning. Further directions for study are covered with discussion of the implications for teaching from the research findings

Abstract: There needs to be more practice-focused research about how cultural safety is experienced by the recipient of care and how it is applied in nursing and healthcare delivery. [...]sociology, science, and knowledge developed from within northern hemisphere societies. Because the ground is different for knowledge arising from the New Zealand experience, theorising cultural safety must be different too.

Abstract: This action research inquiry explores communication and nursing practice in an effort to improve practice and enhance patient care. Action research is a critical reflective process that involves spirals or cycles of planning, acting, reflecting/evaluating and replanning the next cycle. Using ear syringing as a procedure, in the general practice setting and at two separate surgeries, the author and another practice nurse co-researched this study during working hours. Twelve people consented to participate in the research that involved the audiotaping of each ear syringing interaction. Following each transcription of the recording, the researchers read their own and then each other's transcripts, and listened to the recordings. They discussed and reflected on their findings and planned the next cycle. Throughout the process, the researchers found a number of areas of practice to change or enhance. Changes included the use of technical language such as “contraindications” and “auditory meatus”, the side effects of syringing, improvements in communicating situations where ear syringing is not recommended and the options available, and post procedure information. These changes became a significant challenge, for example when both researchers forgot the changes, thus repeating previous errors and omissions. This factor highlighted the need to practise any changes prior to interactions, and to have a cue card on hand to facilitate recollection and to cement improvements into practice. Although time constraints limited this inquiry to three cycles, at the final meeting the researchers agreed to continue the reflective process they had begun to explore their practice.

Abstract: This action research study explores the experiences of 'patient education' from the perspective of a group comprising two nurses, two people with asthma, and the researcher who is a nurse who has asthma. The method used is emancipatory action research (Grundy, 1990) with critical social theory and feminism as theoretical underpinnings.The focus moves from patient education to a broader view of living and working with asthma. The story of the group is presented in the format of a play. A play within the play tells of living and working with asthma.An action research spiral is formed which reflects the way the group moves through the three modes of action research described by Grundy (1990). The acts of the play represent each of the stages of the action research process. The emphasis moves from power and control through to practice wisdom.The main issues explored are: the nature of patient education by nurses; the implications this has for relationships with patients and nursing education; power and control in the secondary setting; the lived experience of chronic illness and the practice wisdom of nurses and people with asthma. The work concludes with recommendations for change in each of these areas based on the work of the group

Abstract: This article backgrounds the professional development programme instigated at Auckland Hospital in 1988, and reviews the achievements of the past 10 years. It describes PDP and distinguishes it from a clinical career pathway. Specific indicators were used to assess the achievement of the programme, and these are presented. Overall the programme achieved it's outcomes and at a reasonable cost.

Abstract: This article critiques the 'Strategic Review of Undergraduate Education' commissioned by the Nursing Council. The premise of the review is examined, along with the foundations of nursing practice and the role of nursing education.

Abstract: This article defines scholarship and how it links to nursing. It explores how nurses perceive scholarship and how it can enhance their practice. While agreeing that scholarship plays a vital role in the image of nursing as a professional practice, the article's main focus is on scholarship as an integral component of advanced nursing practice.