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Pearson, J. R., & Holloway, K. T. (2006). A postgraduate primary health care programme for experienced registered nurses and newly graduated nurses. Whitireia Nursing Journal, 13, 44–52.
Abstract: This paper outlines the historical development of the Postgraduate Certificate in Primary Health Care Specialty Nursing programme. The paper discusses the multiple contextual considerations for the programme in terms of New Zealand health policy direction, academic level, and appropriate level of competency development for nurses new to primary health care and newly graduated nurses.
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Hylton, J. A. (2005). Relearning how to learn: Enrolled nurse transition to degree at a New Zealand rural satellite campus. Nurse Education Today, 25(7), 519–526.
Abstract: This paper reports a study that examined the factors that assisted or hindered the transition of a group of enrolled nurses to registration/degree programmes, via a flexible course developed by a North Island tertiary institution. The study follows ten enrolled nurses, primarily Maori and working in rural settings, as they continued to work while studying at a small satellite campus. The study was exploratory and descriptive, and utilised focus group interviews. Two major categories emerged from comparative analysis of the data. One category entitled 'relearning how to learn', demonstrated the cognitive and behavioural adaptations made and is the focus of this paper. The other category 'barriers and catapults', demonstrated the physical and environmental factors that influenced the students' transition but is outside the scope of this paper. Recent changes in New Zealand nursing education have witnessed the clarification of scopes of nursing practice and the controversial development of a new Certificate in Health Science (Nurse Assistant). Currently enrolled nurses are again facing threats to employment and it is envisaged that many will be seeking to undertake transition to registered nurse in the near future.
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Isles, P. (2003). An exploration of the difference that academic study makes to Registered General Nurses and Registered General and Obstetric Nurses. Taradale: Eastern Institute of Technology.
Abstract: This paper reports the findings of a three-year longitudinal study of registered nurses studying on a part-time basis towards their Bachelor of Nursing degree. Registered General Nurses and Registered General and Obstetric Nurses have been subject to a good deal of pressure to upgrade their qualifications – from their workplaces, but also from a recognition amongst themselves and their peers that to advance in their careers they need to have equivalent qualifications to new graduates. This study looks at what difference academic study makes to registered nursing practice.
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Simon, V. N. (2006). Characterising Maori nursing practice. Contemporary Nurse, 22(2), 203–213.
Abstract: This paper summarises research which addresses the question What might constitute Maori nursing practice? The research design adopted was influenced by kaupapa Maori methodology and used a semi-structured, qualitative, in-depth interview process. It was found that by understanding the current experiences of Maori registered nurses, their reflections on their preparation for practice, and their current practice, it is possible to identify the present and future training and practice needs of Maori nurses. Maori nursing practice can be characterised as having five features: the promotion of cultural affirmation including cultural awareness and identity; the support of, and access to Maori networks; the adoption of Maori models of health; the enabling of visibility and pro-activity as Maori nurses; and, the validation of Maori nurses as effective health professionals. Three recommendations for promoting Maori nursing practice are made in relation to staff in the workplace and in nurse education programmes: all nursing staff need to be alert to: 1. the impact of western scientific models on Maori healthcare; 2. the (often passive) non-acceptance of Maori within mainstream institutions; and iii) the benefits of valuing indigenous nursing programmes.
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Roberts, F. (1999). The people the programme & the place: Nurses' perceptions of the Lakeland Health Professional Development Programme. Ph.D. thesis, , .
Abstract: This thesis concerns the Professional Development Programme at Lakeland Health. In New Zealand, such programmes were introduced as a mechanism to openly recognise the clinical expertise of nurses. Clinical Career Pathways were introduced to nursing in North America in the 1970's at a time of nursing shortage. Prior to their inception, nurses wishing to develop their careers had to move to administration, management or education. The programmes recognised and rewarded expertise in practice. A qualitative, descriptive approach (using focus groups) was used with Registered Nurses to gather their perceptions of what helps nurses enroll in the Professional Development Programme. The ideas and insights of nine Registered Nurses were clustered around three main categories: The People (fear; being struck; motivation; feedback; peer support; ways of learning); the Programme (relevance; flexibility; Bachelor's Degrees; implementation; supporting information; fairness); the Place (time; regular and accessible; support from nurse leaders; management). These perceptions are discussed in more detail in the context of nursing at Lakeland Health and of Clinical Career Pathways in New Zealand. The findings are helpful for the evaluation and future development of the Professional Development at Lakeland Health. The research contributes to our understanding of what helps nurses enroll in a Clinical Career Pathway, and emphasises the importance of the People, the Programme and the Place.
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Kennedy, W. (2008). How do Registered Nurses utilise self assessment and performance appraisal to inform their professional practice? Ph.D. thesis, , .
Abstract: This thesis describes an exploratory study of registered nurses within a local district health board which pursued 'if' and 'how' professional practice frameworks assisted nurses in their individual professional practice. Self assessment and performance appraisal are identified as critical elements of professional development by the Nursing Council of New Zealand, and this became the focus of the author's research. A qualitative descriptive framework was utilised to explore the research question, where experiences of registered nurses employed within inpatient adult medical and surgical settings were collected through questionnaire. Analysis of the data was through general inductive thematic approach. Eight themes arose, of which, two have sub-themes. The first four themes relate to self assessment and performance appraisal and the second four themes relate to professional practice. The findings from the participant's perspective provide an understanding of how participants' utilised self assessment and performance appraisal to inform their professional practice. There are significant implications for professional practice within the findings of this study, which are presented along with recommendations for future practice, and future avenues for research.
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Ventura-Madangeng, J., & Wilson, D. (2009). Workplace violence experienced by registered nurses : a concept analysis. Nursing Praxis in New Zealand, 25(3), 37–50.
Abstract: Undertakes a concept analysis, based on the relevant literature from 1990-2005, to develop an operational definition of workplace violence as experienced by registered nurses (excluding mental health nurses), together with a set of criteria to identify the phenomenon.
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Jamieson, I. (2012). What are the views of Generation Y New Zealand Registered Nurses towards nursing, work and career?: a descriptive exploratory study. Doctoral thesis, University of Canterbury, Christchurch.
Abstract: Undertakes a descriptive exploratory study to ascertain the views of Generation Y NZ Registered Nurses (Gen Y nurses) towards nursing, work and career. Little empirical data exists about why young New Zealanders choose to become nurses in the 21st century. Further, little is known about their future career plans or their intentions to remain in the nursing workforce. Conducts a nationwide on-line survey of 358 Gen Y nurses from late 2009 to early 2010. Reports key findings: young NZ nurses are driven by traditional values of altruism, the desire to care for others, the ability to work closely with people, as well as being able to make a strong contribution to society when deciding to become a nurse, while seeking interesting, challenging and exciting work. Job security, the ongoing demand for nurses, the ability to leave and return, as well as the ability to combine work and family, are also important factors that help them to choose to become nurses.
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Ingram, L. (2021). There is more than one way of nursing : new graduate nurses' experiences of their first year of practice. Master's thesis, Massey University, Albany. Retrieved June 28, 2024, from http://hdl.handle.net/10179/17143
Abstract: Undertakes to explain the experiences of new graduate registered nurses (NGRN) undertaking a nurse entry-to-practice programme (NETP). Uses focus group data to construct a theory of NGRN experience, utilising constructivist grounded theory method. Interviews NGRNs in the Waikato DHB NETP, which uses a bicultural model. Concludes that NGRNs value culture in assessing patient need. Identifies barriers to valuing patients' culture from short staffing, stress and fear, work pressuress, and lack of insight into the cultural needs of patients from team members.
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Blair, W. (2021). Nurses' recognition and response to unsafe practice by their peers. Ph.D. thesis, University of Newcastle, Newcastle, Australia. Retrieved June 28, 2024, from http://hdl.handle.net/1959.13/1422832
Abstract: Uses a mixed-methods approach to identify the behaviours and cues that nurses recognise as indicators of unsafe practice. Details those factors that influence unsafe practice. Reports the actions and responses taken by nurses who encounter unsafe practice by their peers. Conducts surveys of nurses about their perceptions of unsafe practice and the organisational practices and policies for its prevention.
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