Mortensen, A. (2010). Cultural safety : does the theory work in practice for culturally and linguistically diverse groups? Nursing Praxis in New Zealand, 26(3), 6–16.
Abstract: Critically examines the theoretical base of the cultural safety guidelines for nursing practice with respect to culturally and linguistically diverse (CALD) groups. Poses two questions: have the guidelines led to culturally-safe nursing practice in health care for CALD groups; have the guidelines contributed to provision of culturally-acceptable health care for CALD groups?
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Jamieson, I., Sims, D., Casey, M., Wilkinson, K., & Osborne, R. (2017). Utilising the Canterbury Dedicated Education Unit model of teaching. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Considers whether the Canterbury Dedicated Education Unit model of clinical teaching and learning can support graduate registered nurses in their first year of practice. Uses a descriptive exploratory case-study approach to gather data via three focus groups with a total of eleven participants. Undertakes thematic analysis to identify patterned meaning across the dataset from which two primary themes emerge: support, and recruitment and retention. Identifies five associated sub-themes: peer support, organisational support, liaison nurse support, team support for the graduate registered nurses, and team support for the staff. Reveals the significant contribution made by the Nurse Entry-to-Practice Programme Liaison Nurse as a conflict broker.
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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).
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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Walker, R., Abel, S., & Meyer, A. (2010). What do New Zealand pre-dialysis nurses believe to be effective care? Nursing Praxis in New Zealand, 26(2), .26–34.
Abstract: Conducts semi-structured phone interviews with 11 pre-dialysis nurses from around NZ. Identifies key themes by means of inductive analysis. Argues that qualitative elements of pre-dialysis nursing care must be considered in addition to quantifiable parameters.
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Meza, J., & Kushner, B. (2017). An exploration of autonomy and independence among community. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Conducts interviews with five adults, aged 85 or over, to discover how they expressed and negotiated independence and autonomy in their daily lives, and when in contact with the health-care system. Aims to provide health-care professionals with information regarding independence, autonomy and decision-making when caring for older adults. Groups the findings into three themes: independence, past and present; autonomy and decision-making; and health. Provides evidence of older adults living self-determined lives.
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Gifford, H., Wilson, D., & Boulton, A. (2014). Maori perspectives : a deep understanding of nursing and smoking. Nursing Praxis in New Zealand, 30(3), 35–44.
Abstract: Conducts in-depth qualitative interviews with 43 Maori nurses to explore their perceptions and experiences of smoking and quitting, and their views on the impact of smoking on their roles as nurses. Elicits five themes: social context of smoking, identity conflict, impact on practice, experience of smoking, and experience of quitting.
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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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Lu, H., & Maithus, C. (2012). Experiences of clinical tutors with English as an additional language (EAL) students. Nursing Praxis in New Zealand, 28(3), 4–12.
Abstract: Conducts a study of the perceptions of new nursing graduates, with English as an additional language (EAL), on how they developed spoken language skills for the clinical workplace. Interviews 4 clinical tutors to elicit their views on the language development of EAL students. Outlines the themes that emerged from the tutor interviews.
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Roy, D., Gasquoine, S., Caldwell, S., & Nash, D. (2015). Health professional and family perceptions of post-stroke information . Nursing Praxis in New Zealand, 31(2), 7–24.
Abstract: Conducts a mixed-methods descriptive survey to ascertain information needs of stroke families, as part of a longitudinal research programme, Stroke Families Whanau Programme. Asks 19 family members and 23 practitioners via interviews their opinions on current resources, and the appropriateness, accessibility, timeliness or omissions in the information provided, following a stroke. Identifies barriers to information provision.
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Chalmers, L. (2020). Responding to the State of the World's Nursing 2020 report in Aotearoa New Zealand: Aligning the nursing workforce to universal health coverage and health equity. Nursing Praxis in New Zealand, 36(2). Retrieved July 1, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.007
Abstract: Cites recommendations from the WHO's State of the World's Nursing (SOWN) 2020 report that countries invest in local production of nurses, nursing data and management, nursing leadership, nursing education and the regulation of nurses. Argues that NZ must address inequity in Maori health outcomes through growth of its Maori nursing workforce and Maori nursing leadership capacity and capability.
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Douche, Jeanie, & Mitchell, M. (2018). Aotearoa childhood genital (re)assignment surgery:A case for the right to bodily integrity. Nursing Praxis in New Zealand, 34(2).
Abstract: Backgrounds the definition and incidence of Disorders of Sex Development (DSD),and explains the rationale behind Childhood Genital Reassignment Surgery (CGRS). Places the discourse surrounding normalising surgery within essentialist and social constructionist perceptions of sex and gender. Draws upon personal experience and poststructuralist ideas to examine the practice of CGRS.
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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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Pearson, J. R. (1996). An exploration of empowerment and the conditions that empower students in a nursing education context (Vol. 13). Ph.D. thesis, , .
Abstract: At Whitireira Community Polytechnic the curriculum philosophy for the Bachelor of Nursing Degree Programme is based on the Treaty of Waitangi, which provides a framework to articulate the concepts of Partnership, Governorship, Advocacy and Empowerment. This paper will describes a research study that aimed to explore the phenomenon of empowerment from the perspective of the student nurse.Using grounded theory methodology, emancipatory and feminist philosophies. Six year Two nursing participants were interviewed and asked to define the term empowerment and give exemplers of moments when they had been empowered in a teaching/learning context. Analysis of data led to the discovery of a theory and development of a theoretical model that described the conditions and consequences that led to empowerment or disempowerment for the student.The theoretical model will be presented and explained, and the conditions that enhanced empowerment will be explored. Recommendations from the research included the need for relevant preparation for students prior to clinical placement, preparation of clinicians through preceptor pregrammes, greater awareness by registered nurses of the communication that is effective in supporting student nurses and support for assisted reflection for students following clinical placements. It was further recommended that the theoretical model be tasted in other contexts
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Cook, C. (2016). A 'Toolkit' for Clinical Educators to Foster Learners' Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1).
Abstract: Asserting that little research into the novice-to-expert continuum has been applied to the development of novice educators, synthesises three teaching and learning models -- the Model of Practical Skill Performance; the 4A Model; and Five Minute Preceptor -- and three specific skills -- 'think aloud', questioning, and feedback -- which together comprise a 'toolkit' of skills-teaching to assist educators in planning learners' skills acquisition.
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Clendon, J.(and others). (2013). Nurse perceptions of the diabetes Get Checked Programme. Nursing Praxis in New Zealand, 29(3), 18–30.
Abstract: Ascertains the impact of the programme on the practice of nurses and identifies factors that contributed to the success or failure of the programme in their workplaces. Performs an observational study by means of an online survey and descriptively analyses the responses from the 748 respondents. Elicits nurses' suggestions for future improved management and outcomes for people with diabetes.
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