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Author |
Fielding, S. |
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Title |
Learning to do, learning to be: The transition to competence in critical care nursing |
Type |
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Year |
2006 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Intensive care nursing; Preceptorship; Nursing specialties |
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Abstract  |
Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner. |
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Call Number |
NRSNZNO @ research @ |
Serial |
509 |
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Author |
Gubb, Alicia |
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Title |
Rural nurse practitioner role to improve outcomes for Thames-Coromandel community |
Type |
Book Whole |
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Year |
2020 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
115 p. |
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Keywords |
Nurse practitioners; Rural nursing; Transitional care; Thames Coromandel |
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Abstract |
Maintains that the Nurse Practitioner (NP) role has the potential to achieve more equitable outcomes for rural populations, particularly for older adults in their transition from hospital to the rural setting. Examines how NPs can reduce readmissions, from a thematic analysis of the literature using a realist synthesis approach, focusing on the Thames Coromandel rural community. Derives three themes from the analysis: self-efficacy, holistic care, and care grounded in nursing philosophy. |
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Call Number |
NZNO @ research @ |
Serial |
1750 |
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Author |
Water, Tineke; Rasmussen, Shayne; Neufeld, Michael; Gerrard, Debra; Ford, Katrina |
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Title |
Nursing's duty of care: from legal obligation to moral commitment |
Type |
Journal Article |
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Year |
2017 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
33 |
Issue |
3 |
Pages |
p.7-20 |
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Keywords |
Duty of care; Registered nurses; Professional standards; Legal obligation; Moral commitment |
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Abstract |
Maintains that duty to care is a fundamental basis of nursing practice. Explores the historical origins and development of the concept, alongside nurses' legal, ethical and professional parameters associated with duty of care. Identifies major concepts including legal and common-law definitions of duty of care, duty of care as an evolving principle, the moral commitment to care, and the relevance of duty of care to nursing practice in NZ. |
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Call Number |
NZNO @ research @ |
Serial |
1587 |
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Author |
Watson, Paul |
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Title |
Preschool children frequently seen but seldom heard in nursing care |
Type |
Journal Article |
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Year |
2008 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
24 |
Issue |
3 |
Pages |
41-48 |
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Keywords |
Preschool children; Children's voices; Paediatric nursing |
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Abstract |
Maintains that children's voices are largely unheard in nursing practice. Recommends the need for research that seeks to understand how preschool children experience being ill and how they communicate those experiences to others. |
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Call Number |
NZNO @ research @ |
Serial |
1438 |
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Author |
Brockie, Teresa; Clark, Terryann C; Best, Odette; Power, Tamara; Bourque Bearskin, Lisa; Kurtz, Donna LM; Lowe, John; Wilson, Denise |
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Title |
Indigenous social exclusion to inclusion: Case studies on Indigenous nursing leadership in four high income countries. |
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Journal Article |
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Year |
2021 |
Publication |
Journal of Clinical Nursing |
Abbreviated Journal |
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Issue |
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Pages |
1-15 |
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Keywords |
Nursing leadership; Indigenous nurses; Nursing workforce; Indigenous health; Kaupapa Maori research methodology |
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Abstract |
Maintains that achieving health equity for indigenous populations requires indigenous nursing leadership to develop and implement new systems of care delivery. Develops a consensus among indigenous nurse academics from Australia, Canada, NZ and the US on the three themes of nursing leadership, to redress colonial injustices, to contribute to models of care and to enhance the indigenous workforce. Highlights five indigenous strategies for influencing outcomes: nationhood and reconcilation as levers for change; nursing leadership; workforce strategies; culturally-safe practices and models of care; nurse activism. |
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Call Number |
NZNO @ research @ |
Serial |
1773 |
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Author |
Mackay, B. |
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Title |
Using SMS mobile technology to M-Support nursing students in clinical placements |
Type |
Conference Article |
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Year |
2007 |
Publication |
NorthTec Nursing & Health Conference Papers |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
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Volume |
Paper presented at eFest Conference 27th-29th Sept |
Issue |
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Pages |
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Keywords |
Technology; Nursing; Education |
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Abstract |
M-Learning compliments and supports E-Learning and incorporates technologies such as the use of mobile phones, PDAs and pod casting. A sub function of M-Learning is M-Support which is the provision of support for the mobile student. This paper describes a pilot project using short message service – mobile technology -to M-support nursing students in primary health care clinical placements. Forty one students took part in a mixed methods study to assess the project against a pre determined set of criteria. The results indicated that students did feel supported by the messages, cost was not prohibitive, flexibility in communication was appreciated, and the acceptance was high. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1218 |
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Author |
Nelson, Katherine M; Connor, Margaret; Alcorn, Gillian D |
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Title |
Innovative nursing leadership in youth health |
Type |
Journal Article |
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Year |
2009 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
25 |
Issue |
1 |
Pages |
27-37 |
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Keywords |
Clinical leadership; Innovation; Youth health; Nurse practitioner; Primary health care |
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Abstract |
Looks one of the eleven health care nursing innovation projects funded by the Ministry of Health: Vibe Youth Transition Services, located in the Hutt Valley, formerly known as the Hutt Valley Youth Service. Highlights the leadership role provided by the nurse practitioner (NP) which led to youth health and development nationally. |
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Call Number |
NZNO @ research @ |
Serial |
1441 |
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Author |
Smythe, Liz |
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Title |
Re-collecting and 'thinking' the story of New Zealand's postgraduate nursing scholarship development |
Type |
Journal Article |
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Year |
2008 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
24 |
Issue |
3 |
Pages |
27-40 |
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Keywords |
Scholarship; Postgraduate education; Heidegger |
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Abstract |
Looks at the history of postgraduate scholarly nursing study over the past 40 years. Performs hermeneutic analysis of nurse scholars' reflections on nursing finding its own body of knowledge and moving into research. |
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Call Number |
NZNO @ research @ |
Serial |
1437 |
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Author |
Skally, M.H. |
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Title |
An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses |
Type |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Education; Nursing |
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Abstract |
Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was the author's assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand. |
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Call Number |
NRSNZNO @ research @ |
Serial |
500 |
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Author |
Stewart, C.M. |
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Title |
“Caring as the heart of nursing education” |
Type |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Volume |
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Issue |
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Pages |
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Keywords |
Education; Nursing; Nurse-patient relations |
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Abstract |
Literature and discussion on the role of caring theory in nursing has been in evidence for at least the past 30 years. Many nursing theorists have identified caring as the heart of nursing. Nursing is a profession involved and concerned with relationships. These relationships begin in the schools of nursing, and are continued into the clinical practice setting. Curriculum development is focused on ensuring nurses are prepared for the real world of practice. It is the author's belief, that nurses who receive their education in an environment where caring is modelled and evidenced throughout the curriculum, become nurses who continue to practice in a caring way. This dissertation will demonstrate that Swanson's (1991) five caring processes provide a framework to evidence caring practice within a nursing curriculum. The author believes this topic needs to be discussed as schools of nursing continue to review their curricula to prepare nurses for an ever changing and challenging health environment. This dissertation explores the question, 'If caring is at the heart of the profession of nursing, is it also at the heart of nursing education?' The author's objective is to inform the reader, and perhaps encourage educators to be courageous in the demonstration of caring practice, and in the development of caring curricula. |
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Call Number |
NRSNZNO @ research @ |
Serial |
499 |
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Author |
Harry, J. |
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Title |
Professional development in nursing through the pages of Kai Tiaki: A comparative analysis – 1920 to 1930 and 2000 to 2006 |
Type |
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Year |
2008 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Volume |
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Issue |
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Pages |
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Keywords |
Professional development; Nursing |
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Abstract |
Kai Tiaki, first published in New Zealand in 1908, provides a means of communication among New Zealand nurses. It is currently the journal of the New Zealand Nurses Organisation members and previously was aligned to the New Zealand Trained Nurses' Association in the 1920s. This dissertation examines what nurses write about professional development through the pages of Kai Tiaki. Two time periods are examined, 1920 to 1930 and 2000 to 2006.
Central to the discussion on professional development is post-registration education. Post-registration education in nursing commenced in New Zealand in 1928, and has progressed to the current day where nurses can engage in post-graduate nursing to master and doctoral level. Kai Tiaki provides a channel for nurses to discuss and debate their thoughts on post-registration and post-graduate education. Two key themes emerge from analysis. Firstly, the survival mode of nurses highlights oppression as a contributing factor to professional development. Secondly, examining the role of the New Zealand Trained Nurses Association (1920s) and the New Zealand Nurses Organisation (2000s) presents an understanding of the political nature of the journal itself and how this influences professional development. This dissertation provides critical reflection on professional development for nurses through the pages of Kai Tiaki and provides suggestions for future research. |
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Call Number |
NRSNZNO @ research @ |
Serial |
916 |
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Author |
Corbett, A. |
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Title |
A study into the role of the school nurse |
Type |
Miscellaneous |
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Year |
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Publication |
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Abbreviated Journal |
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Issue |
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Pages |
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Abstract |
It was believed that the Registered Nurse in the position of school nurse had much to contribute with assisting teachers with health education, health promotion; and able to offer personal counseling and assistance with family and personal problems of individual problems. A nurse who approached the researcher on a matter of pay rates was not used in this way. Was this a general trend in secondary schools? What exactly was the work of the school nurse? Was there any commonality between the work of school nurses in secondary schools in the Hamilton area? Were all schools nurses qualified as Registered Nurses? The role of the school nurses therefore appeared to be a suitable topic for a research project |
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Call Number |
NRSNZNO @ research @ 198 |
Serial |
198 |
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Author |
Turia, D. |
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Title |
Women's knowledge sources and management decisions |
Type |
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Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
Massey University Library, Whitirea Community Poly |
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Volume |
14 |
Issue |
1 |
Pages |
53 |
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Keywords |
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Abstract |
It is evident from the prevalence of items in the popular press and incased research by health professional that, over the last two decades, menopause as been discussed more openly. However, medical information is still largely oriented toward menopause as a disease with emphasis on the pharmacological interventions needed to correct the disease. Literature in medical and nursing journals is also predominantly oriented towards menopause as a state of oestrogen, nurse researchers and feminists writers are challenging this viewsThe aim of the research was to discover how women gain knowledge about menopause, and how they make decisions about “managing” their menopause. In the study knowledge was defined as being more than information. It is seen as being more than information. It is seen as understanding derived from synthesis of data about menopause collected from various sources. Eleven women aged 46-55 recruited through a letter in the researcher's local newspaper, were interviewed. The resulting data was analysed by the constant comparison method as used in grounded theory.A descriptive model was developed including the basic social process of “integrating menopause into midlife”. A tertiary level of education and good social support were found to be associated with the women being seekers of knowledge about their menopause. These women, the majority of the participants, revealed themselves as being self-controlling with respect to their menopause. Among the few who had allowed their menopause to be managed by others, if they experienced adverse effects of the treatment, then there was a move toward greater self management.,Generally, nurses were not seen by the participants as possible sources of information. That finding highlights menopause as an area of health education in which nurses have the potential to play a more active role |
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Call Number |
NRSNZNO @ research @ 376 |
Serial |
376 |
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Author |
Gibbons, V.; Rice, S.; Lawrenson, R |
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Title |
Routine and rigidity: Barriers to insulin initiation in patients with Type 2 Diabetes |
Type |
Journal Article |
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Year |
2010 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
NZNO Library |
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Volume |
1 |
Issue |
1 |
Pages |
19-22 |
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Keywords |
Medication compliance; Diabetes Mellitus, Non-Insulin-Dependent; Primary health care |
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Abstract |
It has been shown that intensive management of diabetes with type 2 diabetes is effective and has led to wider use of insulin. The conversion of patients from oral medication to insulin is usually managed in primary care. The study discussed here aimed to explore how patients with type 2 diabetes mellitus (T2DM) perceived insulin. The study was conducted in 2009 in an urban general practice in a large town in New Zealand with more than 300 patients with type 2 diabetes. A qualitative study was conducted with face-to-face interviews with 13 participants. The question focused on insulin initiation, lifestyle and routine. The transcribed responses were subject to thematic anaylsis. Interviews showed participants felt restricted by the prospect and eventuality of the routine and restrictions of being on insulin. Results show there needs to be a greater emphasis on the disease being progressive. This study provides the ground work for developing resources that will benefit patients with T2DM. |
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Call Number |
NZNO @ research @ |
Serial |
1339 |
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Author |
Meeks, Maggie; Miligan, Kaye; Seaton, Philippa; Josland, Heather |
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Title |
Interprofessional education: let's listen to the students |
Type |
Journal Article |
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Year |
2023 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
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Volume |
39 |
Issue |
2 |
Pages |
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Keywords |
Interprofessional education (IPE); Nursing students; Medical students; Focus groups |
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Abstract |
Invites pre-registration nursing and medical students to write down questions to ask of students in the other discipline. Provides these questions for discussion in a facilitated interprofessional group session. Uses descriptive thematic analysis to inductively analyse the written data, from which three themes emerged: lack of knowledge about each profession, misperceptions about the other profession, and the desire to develop interprofessional relationships. |
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Call Number |
NZNO @ research @ |
Serial |
1858 |
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