| |
Author |
Title |
Year |
Publication |
Volume |
Pages |
Links |
|
|
Litchfield, M. |
Viewpoint: Telling nursing stories |
1994 |
Kai Tiaki: Nursing New Zealand |
2 |
28 |
|
|
|
McKelvie, R. |
Partnership in paediatric nursing: A descriptive exploration of the concept and its practice |
2001 |
|
|
|
|
|
|
Farrow, T. |
'No suicide contracts' in community crisis situations: A conceptual analysis |
2003 |
Journal of Psychiatric & Mental Health Nursing |
10 |
199-202 |
|
|
|
Farrow, T. |
Owning their expertise: Why nurses use 'no suicide contracts' rather than their own assessments |
2002 |
International Journal of Mental Health Nursing |
11 |
214-219 |
|
|
|
Best, G.A. |
Being pruned: Student nurses experience of being shaped in clinical practice by lecturers |
2004 |
|
|
|
|
|
|
Manning, E. |
Work-role transition: From staff nurse to clinical nurse educator |
2006 |
|
|
|
|
|
|
Litchfield, M. |
Nursing education: Direction with purpose |
1991 |
Kai Tiaki: Nursing New Zealand |
84 |
22-24 |
|
|
|
Blackie, S.A.H. |
Women, work, study and health: The experience of nurses engaged in paid work and further education |
2001 |
|
|
|
|
|
|
Lewis-Clarke, G.M.E. |
Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education |
2007 |
|
|
|
|
|
|
Seccombe, J. |
Nursing students and people with disabilities: Changing curriculum, changing attitudes? |
2004 |
|
|
|
|
|
|
Baur, P. |
Patients who present to the emergency department but do not wait: An exploratory study |
2004 |
|
|
|
|
|
|
Shelah, G.E. |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
2003 |
|
|
|
|
|
|
Richardson, F.I. |
What is it like to teach cultural safety in a New Zealand nursing education programme? |
2000 |
|
|
|
|
|
|
Pool, L. |
Why do young people choose nursing as a career? |
2006 |
Whitireia Nursing Journal |
13 |
25-33 |
|
|
|
Cobham, J. |
Why do nurses stay in nursing? A test of social identity, equity sensitivity and expectancy theory |
2005 |
|
|
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|
