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Currie, J., Edwards, L., Colligan, M., & Crouch, R. (2007). A time for international standards? Comparing the Emergency Nurse Practitioner role in the UK, Australia and New Zealand. Accident & Emergency Nursing, 15(4), 210–216.
Abstract: The aim of this paper is to compare the Emergency Nurse Practitioner role in the UK, Australia and New Zealand. Whilst geographically distant, the role of the Emergency Nurse Practitioner within these three countries shares fundamental similarities, causing the researchers to question, is this a time to implement international standards for the role? The Emergency Nurse Practitioner role in all three countries is gradually establishing itself, yet there are shared concerns over how the role is regulated and deficits in standardisation of scope of practice and educational level. Together these issues generate confusion over what the role embodies. The authors suggest that one method of demystifying the Emergency Nurse Practitioner role would be to progress towards international standards for regulation, education and core components of practice.
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Crossan, M., Honey, M., Wearn, A., & Barrow, M. (2022). Fundamentals of care in pre-registration nursing curricula: Results of a national survey. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 27, 2024, from www.nursingpraxis.org
Abstract: Argues that the Fundamentals of Care (FOC) conceptual framework is essential for nursing schools to teach and on which to assess nursing students for clinical competency. Provides a national overview of undergraduate pre-registration nursing curricula in NZ, exploring what and how schools of nursing teach and assess FoC. Distributes a cross-sectional descriptive questionnaire to course coordinators between 2019 and 2020, revealing variations in how FOC is taught and the lack of standardisation in course design. Highlights the opportunity for the Nursing Council to develop a national, evidenced-based FOC educational strategy.
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Conroy, E. (2000). Nursing informatics in New Zealand: Evolving towards extinction? Ph.D. thesis, , .
Abstract: This project undertakes a critique and review of a decade (1990-2000) of available New Zealand literature to reveal the current state of nursing informatics utilisation in nursing practice. Since the early 1990s, nurses from diploma and baccalaureate nursing programs have been graduating with knowledge and skills in nursing informatics. Yet, when scrutinising the two main nursing publications for New Zealand, the author found scant publication of articles that pertain to this topic area of nursing. Competencies as product of the 1989 Guidelines for Teaching Nursing Informatics are a key consideration in this discussion, including ways in which the articles may reflect the content or intent of the Nursing Informatics curriculum as prescribed in these guidelines. This commentary discusses how nursing informatics has evolved in New Zealand nursing practice, situating its growth, or lack of, in the context of concurrent sociopolitical influences as well as conditions created by national and international nursing trends. Several recommendations are discussed to guide the future direction of nursing informatics for nursing education and practice in New Zealand.
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Clunie, S. (2006). The current trend and importance of postgraduate education for nurses. coda, An Institutional Repository for the New Zealand ITP Sector, 10, 18–23.
Abstract: The purpose of this essay is to examine why postgraduate education has become so important, to examine some of the issues around mandatory continuing education and the practical effect of this on a nursing career. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition programmes is discussed along with the need for strong nursing leadership.
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Chiyesu, W., & Rasmussen, S. (2021). Influence of a pulmonary rehabilitation education programme on health outcimes for chronic obstructive pulmonary disease (COPD). Kai Tiaki Nursing Research, 12(1), 49–59.
Abstract: Considers whether the education component in a pulmonary rehabilitation programme (PRP) influences health outcomes for patients with chronic obstructive pulmonary disease (COPD) patients. Performs an integrative review of literature to integrate results from qualitative, quantitative and mixed-methods articles. Highlights the following concepts: disease knowledge, knowledge in relation to self-management, and the relationship between knowledge and education.
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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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Chenery, K. (2007). Building child health nurses' confidence and competence. Kai Tiaki: Nursing New Zealand, 13(5), 26–38.
Abstract: This article describes the development of the Generic Orientation Programme, Child Health Nursing and its perceived impact on practice after ten months, through two simultaneous evaluation surveys, seeking the views of programme participants and their nurse managers. The programme aims to equip the newly appointed RN in the child health cluster or the nurse working in a non-designated children's area with the knowledge and skills to safely care for children. These include basic anatomical and physiological differences; fluid and electrolyte management; safe administration of medication; pain management; recognition of the seriously ill child; and building partnerships with children and their families. A survey instrument eliciting qualitative and quantitative responses was used. The majority of nurse respondents believed they had gained new knowledge and described how they were incorporating it into everyday practice. Similarly, several nurse managers observed that nurses' clinical knowledge and skills had improved since attending the programme. In particular, responses from those working in non-designated children's areas suggested the programme had provided them with greater insight into the care of children.
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Chapman, C. (2006). The elective way: An exploration of pre-operative education for orthopaedic joint replacements.
Abstract: This research paper provides a description and analysis of literature and research focusing on pre-operative education programmes available internationally and nationally for patients receiving total joint replacements. This discussion differentiates between pre-assessment and pre-operative education to provide an understanding that both aspects are important in there own right. Together pre-assessment and pre-operative education complement each other to provide total care for patients awaiting total joint replacement surgery. One way of alleviating apprehension experienced by the patient about their surgery is by providing appropriate joint replacement education programmes that meet their needs. This type of programme is a form of empowerment which provides patients with appropriate and relevant information. This allows the patient to be actively involved in their own care and enable them to make informed decisions. The importance of education, information and communication; anxiety and pain; family and peer support; mobility and insecurity is a common thread in the literature where patients describe their experiences and concerns following a total joint replacement. These concepts are discussed and related to why pre-operative education programmes are recommended to help alleviate patients concerns and are important in providing a total multidisciplinary approach to care.
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Cadigan, K. (2017). Supporting the struggling nursing student in clinical practice : a qualitative descriptive study. Master's thesis, , .
Abstract: Utilises a descriptive design methodology to explore the experiences of 14 clinical lecturers who work alongside student nurses in the clinical practice component of the nursing education programme. Highlights issues facing students in the clinical environment. Identifies potential strategies to support struggling student nurses in clinical practice.
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Byrson, K. (2012). Perception of Cultural Safety and Attitudes: A Nursing Student's Reflection and Artwork. Available through NZNO library, (19), 51–58.
Abstract: A nurse's journey in cultural safety and how this is reflected in her nursing practice and described through her artwork.
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Burtenshaw, M. K. (1999). Characteristics and expectations of beginning Bachelor of Nursing students. Ph.D. thesis, , .
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Burrow, M., Gilmour, J., & Cook, C. (2017). Healthcare assistants and aged residential care: A challenging policy and contractual environment. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Examines NZ policy and care demands in aged residential care. Maintains that registered nurses need to understand the socio-political, economic and educational factors that influence care delivery in aged residential care. Presents an overview of the current role of healthcare assistants (HCAs)in aged residential care, based on a review of the existing grey literature, current national policy, DHB contract agreements and NZNO collective agreements.
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Briscoe, J., Mackay, B., & Harding, T. (2017). Does simulation add value to clinical practice: undergraduate student nurses' perspective. Kai Tiaki Nursing Research, 8(1), 10–15.
Abstract: Evaluates whether simulation helps to prepare student nurses for clinical practice. Conducts a research project to establish if the use of simulation in nursing education provides added value to the clinical experience of students. Uses a qualitative, descriptive approach as the methodology to interview a voluntary purposeful sample of nursing students enrolled across the BN programme. Aministers focus group interviews with 10 nursing students from semester two through to final semester, year three.
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Brinkman, A. (2008). Collating for collaboration: Tertiary education funding structures. Wellington: New Zealand Nurses Organisation.
Abstract: The nursing education environment is complex and varied, and is affected by both the education and health systems. This report backgrounds the funding systems that underwrite the Tertiary Education Commission (TEC) processes. The two primary objectives that have guided this collation are: to stimulate awareness and discussion of the issues around funding nursing education in New Zealand; and to promote understanding of the complex funding structures currently in place in New Zealand by students, nurses, nurse educators and nurse managers.
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Brasell-Brian, R., & Vallance, E. (2002). Clinical practice/education exchange: Bridging the theory-practice gap. Nursing Praxis in New Zealand, 18(1), 17–26.
Abstract: This article positions clinical practice/education exchange (CPEE) within nursing literature and presents narrative accounts from a nurse educator and clinician who exchanged jobs for one year. This type of exchange, between education institutes and service areas where students are placed, is a new concept. The aim is to enhance student learning and facilitating meaningful links between theory and practice for them.
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