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Wilson, D. (2003). The nurse's role in improving indigenous health. Contemporary Nurse, 15(3), 232–240.
Abstract: The health status of indigenous peoples is a global concern with mortality and hospitalisation data indicating that the health of indigenous groups falls below that of other ethnic groups within their countries. The preliminary findings of grounded theory research project undertaken with a group of 23 New Zealand Maori women about their health priorities and 'mainstream' health service needs provide the foundation for an exploration of issues impacting on the health status of indigenous people. The role that nursing and nurses have in improving access and use of health services by indigenous people is discussed. Strategies are suggested that nurses can utilise within their practice when working with local indigenous groups.
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Wilson, D., McBride-Henry, K., & Huntington, A. D. (2005). Family violence: Walking the tight rope between maternal alienation and child safety. Contemporary Nurse, 18(1-2), 85–96.
Abstract: This paper discusses the complexity of family violence for nurses negotiating the 'tight rope' between the prime concern for the safety of children and further contributing to maternal alienation, within a New Zealand context. The premise that restoration of the mother-child relationship is paramount for the long-term wellbeing of both the children and the mother provides the basis for discussing implications for nursing practice. Evidence shows that when mothers are supported and have the necessary resources there is a reduction in the violence and abuse she and her children experience; this occurs even in situations where the mother is the primary abuser of her children. The family-centred care philosophy, which is widely accepted as the best approach to nursing care for children and their families, creates tension for nurses caring for children who are the victims of abuse as this care generally occurs away from the context of the family.
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Wilson, D., & Neville, S. J. (2008). Nursing their way not our way: Working with vulnerable and marginalised populations. Contemporary Nurse, 27(2), 165–176.
Abstract: This paper uses the findings of two studies to explore the nature of nurses' practice when working with vulnerable and marginalised populations, particularly with regard to the attributes of holism and individualised care. The first study was with the elderly with delirium and used a critical gerontological methodology informed by postmodernism and Foucault's understanding of discourse. The other study with indigenous Maori women utilised Glaserian grounded theory informed by a Maori-centred methodology. The findings show that a problem focussed approach to health care is offered to patients that does not incorporate individual health experiences. In addition, the social context integral to people's lives outside of the health care environment is ignored. Consequently, the foundations of nursing practice, that of holism, is found to be merely a rhetorical construct.
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Wilson, D. S. (2001). Transforming nursing education: A legitimacy of difference. Ph.D. thesis, , .
Abstract: In 1973, two trial pre-registration nursing education programmes were piloted in New Zealand polytechnics. These represented an alternative to traditional hospital-sited schools of nursing. The establishment of nursing education in the tertiary sector marked a radical challenge to the cultural heritage of apprenticeship-style nursing training associated with paternal and medically-dominated health institutions. This thesis offers a Foucauldian and feminist poststructuralist analysis of discourses employed by fifteen senior nursing educators in the comprehensive registration programmes between 1973 and 1992. The women employed to teach in the comprehensive programmes faced unique challenges in establishing departments of nursing, in developing curricula that would promote a reorientation of nursing and in supporting candidates to attain their nursing registration. Through semi-structured interviews and discourse analysis methods, a set of unique characteristics shared by this group of early leading comprehensive nursing educators has emerged. The women's narratives were underpinned by discourses that centre around the valuing of education as a vehicle for emancipation and an upholding of a legitimacy of difference in nursing educators' work. The participants upheld the importance of clinical practice skills and drew on their own student nursing experiences as incentives for reforming nursing education. These nursing educators conceptualised an idealised type of graduate, and commonly employed an heroic metaphor to describe their experiences as senior comprehensive educators. Their engagement with such discourses and their shared characteristics demonstrate unique re-constitutions of power, knowledge and relations with their colleagues and clients throughout the education and health care sectors. The author proposes that these traits characterise the women as strategic and astute professionals who successfully negotiated the construction of comprehensive nursing programmes as a legitimate and transformative preparation for nursing registration.
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Wood, P. J. (1997). Constructing colonial dirt: a cultural history of dirt in the nineteenth century colonial settlement of Dunedin, New Zealand. Ph.D. thesis, , .
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Wood, P. J., & Schwass, M. (1993). Cultural safety: a framework for changing attitudes. Nursing Praxis in New Zealand, 8(1), 4–14.
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Wood, P. J. (2011). Understanding and evaluating historical sources in nursing history research. Nursing Praxis in New Zealand, 27(1), 25–33.
Abstract: Describes four historical sources relevant to the history of nursing in NZ. Uses them to explain how nurse researchers can evaluate their research material. Outlines the five dimensions of evaluation: provenance, purpose, context, veracity, and usefulness. Explains the questions that must be addressed in each dimension of the evaluation. Illustrates the different kinds of information available in the 4 selected historical sources, by references to individual nurses.
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Wood, P. J., & Nelson, K. (2013). The journal Kai Tiaki's role in developing research capability in New Zealand nursing, 1908-1959. Nursing Praxis in New Zealand, 29(1), 12–22.
Abstract: Undertakes an analysis of past issues of Kai Tiaki over the five decades following its establishment in 1908 to identify the antecedents to the development of research in NZ nursing from the 1970s. Demonstrates how the journal fostered nurses' awareness of research and promoted nursing scholarship, by publishing case studies, holding essay competitions, and published nurses' articles on practice or professional issues.
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Woodbridge, M. (2002). From child savers to child activists: A participatory action research project with community child health nurses. Ph.D. thesis, , .
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Woodgyer, A. R. (2006). Living without the song of the tui: A nursing lecturer's experience in India facilitating a New Zealand degree programme for registered nurses. Ph.D. thesis, , .
Abstract: This research considers the issues raised by the transfer from New Zealand to India of a degree for registered nurses. In the context of globalisation and the continuing migration of nurses, many countries are actively facilitating the transfer of educational programmes from other countries into their own. This transfer brings with it particular challenges for educators establishing and implementing programmes in a new environment and culture. Based on the experience and reflections of one educator involved in such a transfer, this research considers pedagogical issues such as addressing cultural safety in course content and delivery, expectations of teaching and learning styles, as well as the ethical issues raised by transferring a programme to another country in order to facilitate nurses' migration from it.
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Woods, H. (2023). Oral history: a rich tapestry of information. Kaitiaki Nursing Research, 14(1), 62–64.
Abstract: Explains oral history, its types and best practice. Introduces the Oral History and Sound Collection at Turnbull Library, focusing on the Nursing Education and Research Foundation (NERF) special collection of oral history interviews with nurses, which arose out of the NERF Oral History Project. Provides examples of three oral history interview records from the collection.
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Woods, M. (1992). The ethical preparation and practice of nurses: a pilot research project. Ph.D. thesis, , .
Abstract: This research project studied the ways in which nurses are educationally prepared for, and responded to, ethical problems in practice. The study involved both descriptive and analytical-interpretive methods that provided information and insights on the given aims of the research. The research findings indicated that nurses were educationally ill prepared in the area of nursing ethics. It also maintained that nurses that nurses were quite able to correctly identify ethical issues in their practice, but felt restrained about their freedom to act autonomously in response to these issues
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Woods, M. (1994). Nursing ethics education and contemporary concerns: a reflective report. Ph.D. thesis, , .
Abstract: This report builds upon previous research undertaken in 1992 entitled 'the ethical preparation and practice of nurses: a pilot research project'. The overall aim was to compare new data with the results and tentative conclusions of the earlier research. Following two years of data gathering and analysis and discussions with diverse groups of experienced nurses, the conclusions of the earlier study were re-appraised in light of the contemporary developments in nursing ethics. The main conclusion of the research was that several nurses already possessed an ethic that was appropriate for their practice, but that it was unrecognised by other health professionals
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Woods, M. (1997). Maintaining the nursing ethic: a grounded theory of the moral practice of experienced nurses. Ph.D. thesis, , .
Abstract: This thesis presents a study of the every-day moral decision making of experienced nurses. Eight experienced registered nurses participated in the completed research that is based on data gathered through interviews, document audit and literature review. A grounded theory approach was used to analyse the extensive data gathered for the study. This methodology generated a theoretical description involving the antecedents, processes and consequences of nursing moral decision making.Nursing practice has moral content, if not an entirely moral purpose, and moral decision making is the central component of this practice, yet the ethical aspects of nursing practice remain a comparatively recent field of study. It is therefore essential to nurses and their patients that this process is adequately studied and theorised. To date, very few studies have been undertaken in this area in New Zealand. This study aims to at least partially redress this situation by offering insights through conceptualisation and theoretical description of nursing moral decision making.The findings of the study reveal that antecedents such as personal moral development, upbringing and social experiences, contribute to a 'nursing ethic' in the moral decision making of experienced nurses. Furthermore, the study shows that the context and individual and shared perceptions of moral events influence the degree of nursing involvement in ethical situations. Finally, the study maintains that an intrinsic and persistent nursing ethic guides ethical decision making in nursing. This ethic is an undeniable phenomenon of considerable significance to nursing practice and education
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Woods, M. (2002). Dissecting a brave new nursing world. Kai Tiaki: Nursing New Zealand, 8(10), 20–22, 36.
Abstract: This article critiques the 'Strategic Review of Undergraduate Education' commissioned by the Nursing Council. The premise of the review is examined, along with the foundations of nursing practice and the role of nursing education.
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