Pool, L., Day, L., & Ridley, S. (2019). Mountain climbing: the journey for students with English as an additional language in a concept-based nursing curriculum. Whitireia Journal of Nursing, Health and Social Services, (26), 28–36.
Abstract: Identifies the communication and learning needs of EAL students in undergraduate nursing education. Presents strategies for EAL students and others with diverse learning needs to comprehend the underlying concepts of cultural safety, praxis, professional nursing and leadership in Whitireia's BN integrated nursing curriculum. Reports findings from focus group discussions with 13 students involved in the three-way partnership comprising lecturers, learning support services and EAL students.
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Cook, C., Brunton, M., Chapman, M. K., & Roskruge, M. (2021). Frontline nurses' sensemaking during the initial phase of the COVID19 pandemic in 2020 Aotearoa New Zealand. Nursing Praxis in Aotearoa New Zealand, 37(3).
Abstract: Identifies the impact of the pandemic on front-line nurses, based on qualitative data from a national mixed-methodology study done between October and December 2020. Conducts 29 interviews via Zoom and telephone with nurses in a range of front-line clinical roles. Highlights the place of organisational culture, communication and clinical leadership in either strengthening or weakening professional commitment.
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Wyllie-Schmidt, C., Tipa, Z., & McClunie-Trust, P. (2019). Factors affecting access to immunisation of under-five-year-olds. Kai Tiaki Nursing Research, 10(1), 39–46.
Abstract: Identifies the obstacles for families that prevent immunisation of children under five years. Uses an integrative review to aggregate and examine the findings of published international research on factors affecting immunisation of younger children. Considers child poverty and education level of parents in NZ to be potential barriers to disease prevention through vaccination.
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Chittick, H., Manhire, K., & Roberts, J. (2019). Supporting success for Maori undergraduate nursing students in Aotearoa/New Zealand. Kai Tiaki Nursing Research, 10(1), 15–21.
Abstract: Identifies those factors that help Maori to succeed in bachelor of nursing education programmes, based on previous identification of barriers to Maori success in tertiary education. Examines the experiences of Maori graduate nurses in 2017 via semi-structured interviews. Analyses the data using thematic methods to describe common themes.
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Foster, M. J., Al-Modaq, M., Carter, B., Neill, S., O'Sullivan, T., Quaye, A. A., et al. (2021). Seeing lockdown through the eyes of children from around the world: Reflecting on a children's artwork project. Nursing Praxis in Aotearoa New Zealand, 37(3).
Abstract: Illustrates the impact of the pandemic and children's experiences of lockdowns through their artwork. Describes a cross-cultural project in which members of the International Network for Child and Family-Centered Care collaborated to elicit children's responses to being locked down, compiling their artistic expressions into an eBook. Invites child and family nurses to use the insights provided to inform their interactions with children.
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Bear, R. (2019). Kangaroo Mother Care: Participatory action research within a Neonatal Intensive Care Unit in Aotearoa New Zealand. Doctoral thesis, Victoria University of Wellington, Wellington.
Abstract: Illustrates the use of participatory action research (PAR) to assist in the improvement of Kangaroo Mother Care (KMC) in one Neonatal Intensive Care Unit (NICU) in a NZ hospital, by means of audit, observation and interview. Describes the unfolding processes of PAR, as well as the inclusion of a secondary discourse analysis and parental perspectives from local and global literature.
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Paddy, A. (2010). Ageing at work: the phenomenon of being an older experienced health professional. Doctoral thesis, Auckland University of Technology, Auckland.
Abstract: Interviews 14 participants, 10 older and experienced health professionals, and four managers. Describes the lived experience of health professionals ageing at work, and of the managers interacting with them. Demonstrates that the ability of older practitioners to adapt to meet the ongoing physical demands of practice and their shifting workplace environment determines whether they will be valued at work and remain in their roles.
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Hawes, P. C. (2016). What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety? Master's thesis, Victoria University of Wellington, Wellington.
Abstract: Interviews 9 nurses in their first year of clinical practice to investigate how newly-qualified nurses recognise and develop those skills relating to clinical risk and patient safety. Identifies workplace culture, clinical role models, exposure to the clinical environment, experiential learning, narrative sharing, debriefing and simulation as contributing to learning and understanding clinical risk and safe patient care. Considers strategies to facilitate professional development.
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Wraight, J. (2019). Assessing English language skills of internationally-qualified nurses in New Zealand. Kai Tiaki Nursing Research, 10(1), 59–60.
Abstract: Introduces the Clinical Communication Assessment Framework (CCAF), adapted by Nelson Marlborough Institute of Technology from communication assessment guidelines developed in Australia to assess nursing students' English language proficiency. Uses this framework to assess nurses, before the competency assessment programme (CAP) four-week clinical nursing placement, for the first time in NZ.
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Marshall, D. (2023). The impact of simulation-based learning activity using actor patients on final year nursing students' learning. Nursing Praxis in Aotearoa New Zealand, 39(2). Retrieved June 27, 2024, from http://dx.doi.org/https://doi.org/10.36951/001c.87843
Abstract: Investigated final-year nursing students' perception of the effectiveness of a ward-based simulation learning activity using actor patients. Conducts focus group interviews after the simulation and three months later after clinical placement. Identifies three themes: decreasing the theory-practice gap; decision-making; nursing behaviour.
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Sue, K., Lee, T. W., & Kim, G. S. and others. (2021). Nurses in advanced roles as a strategy for equitable access to healthcare in the WHO Western Pacific region: a mixed methods study. Human Resources for Health, 19(1). Retrieved June 27, 2024, from http://dx.doi.org/https://doi.org/10.1186/s12960-021-00555-6
Abstract: Investigates current responsibilities of nurses in advanced roles (NAR) in the Western Pacific. Uses a Delphi survey to identify key barriers and challenges for enhancing role development within the country and the region. Conducts semi-structured individual interviews with 55 national experts from clinical, academic and/or governmental backgrounds in 18 countries, to identify strategies for establishing nurses in advanced roles to improve equitable access to healthcare in the region.
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Gray, N. (2020). Privileging Matauranga Maori in nursing education: Experiences of Maori student nurses learning within an indigenous university. Master's thesis, University of Auckland, Auckland.
Abstract: Investigates factors supporting Maori student engagement, retention and success in nursing education. Explores the experiences, perceptions and insights of Maori nursing students enrolled in Te Ohanga Mataora: Bachelor of Health Sciences Maori Nursing at Te Whare Wananga O Awanuiarangi. Conducts semi-structured face-to-face interviews with 12 full-time Maori undergraduate nursing students, highlighting both positive and negative factors in academic engagement.
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Officer, T. N. (2018). Nurse practitioners and pharmacist prescribers in primary health care: A realist evaluation of the New Zealand experience. Doctoral thesis, Victoria University of Wellington, Wellington.
Abstract: Investigates how nurse practitioner and pharmacist prescriber roles are developing in NZ primary health care, and what is needed to better support the future development of these roles. Employs a qualitative research design involving semi-structured interviews of (1) policy, training, and advocacy stakeholders; (2) primary health-care nurse practitioners, pharmacist prescribers, and general practitioners; and (3) patients of advanced practitioners and carers of patients using such services.
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Yu, S. [F. ]. (2021). Exploring resilience in Intensive Care Nurses in New Zealand. Ph.D. thesis, University of Auckland, Auckland.
Abstract: Investigates intensive care nurses' resilience levels and their association with personal factors and physical activity behaviour; physical work activity behaviour during a 12-hour shift; and clustered physical activity profiles and associations with resilience. Performs a cross-sectional study with intensive care nurses from four units at three hospitals in Auckland. Employs accelerometry to measure participants' physical activity during four days, two at work and two in their own time, and uses the Connor-Davidson Resilience Scale to measure resilience levels.
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Hernandez, M., King, A., & Stewart, L. (2019). Catheter-associated urinary tract infection (CAUTI) prevention and nurses' checklist documentation of their indwelling catheter management practices. Nursing Praxis in New Zealand, 35(1).
Abstract: Investigates nurses' catheter management practices, by means of an audit, as documented in a newly-introduced self-administered indwelling catheter-management checklist incorporating four components of catheter care in a catheter-associated urinary tract infection (CAUTI) prevention bundle. Identifies these components of the bundle of care as: minimisation of inappropriate catheter use, aseptic insertion of catheters, adherence to catheter maintenance guidelines, and ongoing review and evaluation of catheter necessity. Shows that implementation of care components decreases bacteriuria rates and CAUTI when used together in standardised clinical checklists and performed collectively by nurses. Employs a quantitative research design as part of a mixed-methods study conducted at two surgical wards in a public hospital in Auckland where 50 nurses completed 175 checklists.
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