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Harrison, I., & Mercer, C. (2021). Rapid antigen detection testing for diagnosis of group A streptococcus (GAS) in children. Kai Tiaki Nursing Research, 12(1), 63–65.
Abstract: Evaluates the use of the rapid antigen detection tests (RADT) to diagnose group A streptococcus (GAS) in children with pharyngitis symptoms. Suggests that using RADT for GAS as part of diagnostic screening my help to reduce rheumatic fever hospital admission rates.
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Harris, C., Crozier, I., Smyth, J., Elliot, J., Watson, P. B., Sands, J., et al. (2007). An audit of percutaneous coronary intervention (PCI) patients representing acutely with chest pain within six months of PCI.
Abstract: This reports an audit of the assessment practices at Christchurch Hospital, compared to international guidelines. The clinical notes of all patients who were re- admitted acutely with chest pain within six months of PCI procedures performed between 1/4/05 and 30/9/05 were audited. Ethics approval was granted and an audit tool was designed based on the 2000 ACC/AHA Guidelines for the management of patients with unstable angina. The purpose of the audit was to determine to what extent best practice guidelines were followed in the assessment of patients re-admitted with chest pain and to determine if there were any indicators (lesional, procedural or risk factors for restenosis) that predicted a normal or abnormal repeat coronary angiogram. 448 consecutive patients had PCI procedures, 36 patients represented acutely with chest pain and had repeat coronary angiography. In 18 patients the coronary angiogram was unchanged, 11 patients demonstrated instent restenosis, one patient demonstrated thrombus and six patients developed new lesions. The authors concluded that at Christchurch Hospital assessment practices are consistent with international guidelines. Of the patients who had repeat angiography, 50% had no coronary obstruction for the cause of pain. There was a relatively low incidence of acute representation with chest pain. These results suggest a revision of the guidelines for repeat angiography following PCI is warranted.
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Harrington, K. (2014). Mental health nurses' understanding of the concept of self-management of borderline personality disorder. Master's thesis, , .
Abstract: Determines what mental health (MH) nurses understand the concept of self-management to mean in relation to patients with a diagnosis of Borderline Personality Disorder (BPD). Interviews 10 MH nurses using a semi-structured format and analyses data using the general inductive approach, resulting in 26 sub-themes organised into three over-arching themes: self management is self-responsibility, self-management is self-awareness, self-management is maintaining safety.
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Harraway, M. A. (1992). End of an era: history of nursing education at Sunnyside Hospital 1904-1987. Ph.D. thesis, , .
Abstract: The original purpose of this work was to put some notes together about nurse training at Sunnyside for the hospitals 150th anniversary celebrations. When the celebrations were cancelled, the author continued with the project out of personal interest.A variety of historical research methods were used to collect data for the project. These included a literature search of historical publications related to the subject and the period; gathering documents and statistical records from a variety of sources; writing letters to previous students and tutors, requesting photographs anecdotes and opinions; and a number of prearranged interviews.The resultant brief history, published finally in 1992 is a collection of records, anecdotes, reproduced documents and photographs, interspersed with referenced information from the literature and the writers comments.Past and present staff of this once large psychiatric institution have been able to look at their training in a historical and social context, and in many cases, to see their names in print in the class lists. Others who are undertaking a historical study of Mental Health Nursing in New Zealand may find it useful as a reference work
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Harker, D. Y. (2000). Nurses as patients: The stories of two woman nurse educators as recipients of nursing care. Ph.D. thesis, , .
Abstract: In this research two nurse-patients have engaged in a conversation about their experience of 'being nursed'. The project sets out to address the following questions: How might our experiences as nurses who have been hospitalised be drawn upon to influence positive changes in nursing practice? What effect might our experiences of hospitalisation have on us as nurses and on our nursing practice? The study utilises narrative as inquiry and the method of story telling and auto/biography to tell the stories of Maria (a pseudonym) and the researcher herself. This interpretive research has been informed by the feminist process and sits within a postmodern framework. Maria's stories were audio taped and transcribed before being prepared for analysis using 'core story creation', and the process of 'emplotment' (Emden, 1998b). The author's reflective topical autobiographical narrative was constructed through the processes described by Johnstone (1999). Three distinct qualities emerged from both experiences. The first, 'knowing as nurse-patient' contains the three sub-themes of 'having knowledge', 'expectations of being nursed', and 'knowledge gained'. The second distinct quality 'being nursed' contains the two sub-themes of 'feeling safe and cared for' and 'presencing'; and the third, 'not being nursed', contains the four sub themes 'feeling vulnerable', 'invisibility of nurses', 'getting out' and 'feeling let down'. The sub-theme 'getting out' includes three additional sub themes of 'wanting to get out and not wanting to be there', 'leaving and the need for closure' and 'not wanting to go back'. The author notes that nursing does make a difference to patient care. However, for patients to receive therapeutic care, new graduate nurses must be preceptored/mentored by experienced nurses in supportive programmes. Suggestions for further research have been identified.
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Hardy, D. J., O'Brien, A. P., Gaskin, C. J., O'Brien, A. J., Morrison-Ngatai, E., Skews, G., et al. (2004). Practical application of the Delphi technique in a bicultural mental health nursing study in New Zealand. Journal of Advanced Nursing, 46(1), 95–109.
Abstract: The aim of this paper is to detail the practical application of the Delphi technique as a culturally and clinically valid means of accessing expert opinion on the importance of clinical criteria. Reference is made to a bicultural New Zealand mental health nursing clinical indicator study that employed a three-round reactive Delphi survey. Equal proportions of Maori and non-Maori nurses (n = 20) and consumers (n = 10) rated the importance of 91 clinical indicator statements for the achievement of professional practice standards. Additional statements (n = 21) suggested by Delphi participants in round 1 were included in subsequent rounds. In round 2, participants explained the rating they applied to statements that had not reached consensus in round 1, and summarised responses were provided to participants in round 3. Consensus was considered to have been achieved if 85% of round 3 ratings lay within a 2-point bracket on the 5-point Likert-scale overall, or in one of the Maori nurse, non-Maori nurse, or consumer groups. A mean rating of 4.5 after round 3 was set as the importance threshold. Consensus occurred overall on 75 statements, and within groups on another 24. Most statements (n = 86) reached the importance benchmark. The authors conclude that when rigorous methods of participant selection, group composition, participant feedback, and determination of consensus and importance are employed, the Delphi technique is a reliable, cost-effective means of obtaining and prioritising experts' judgements.
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Harding, T. (2009). Swimming against the malestream : men choosing nursing as a career. Nursing Praxis in New Zealand, 25(3), 4–16.
Abstract: Reports on one aspect of a larger study, which used qualitative methods to critically explore the social construction of men as nurses. Draws upon literature pertaining to gender and nursing, and interviews with 18 NZ men, to describe the factors underpinning decisions to turn away from 'malestream' occupations and enter a profession stereotyped as 'women's work'. Outlines the five thematic groupings revealed to be significant with respect to the decision-making process.
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Harding, T. (2013). Cultural safety : a vital element for nursing ethics. Nursing Praxis in New Zealand, 29(1), 4–11.
Abstract: Argues that the globalisation of nursing and the internationalisation of nursing education potentially leads to the values underpinning nursing curricula coming into conflict with those of other cultures. Suggests the need to examine the values inherent in ethics education in nursing, proposing that cultural safety is incorporated into it in an increasingly multi-cultural nursing environment.
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Harding, T. S., North, N., & Perkins, R. (2008). Sexualizing men's touch: Male nurses and the use of intimate touch in clinical practice. Research & Theory for Nursing Practice, 22(2), 88–102.
Abstract: Drawn from a larger study, this article reports the experiences of a group of male nurses regarding the use of intimate physical touch. Using discourse analysis, interview data from 18 male nurses were analysed and related to existing text on men as nurses. The analysis reveals that although touch is important in nursing care, it is problematic for men because discourses have normalised women's use of touch as a caring behaviour and have sexualised men's touch. Participants described their vulnerability, how they protected themselves from risk, and the resulting stress. The complicity of nurses in sexualising men's touch and the neglect of educators in preparing men for providing intimate care are revealed. A paradox emerged whereby the very measures employed to protect both patients and men as nurses exacerbate the perceived risk posed by men carrying out intimate care. The authors suggest that deconstructing and reframing prevailing discourses around nursing, gender, and caring involving touch can help to legitimise men's involvement in physical caring.
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Harding, T. S. (2005). Constructing the “other”: On being a man and a nurse. Ph.D. thesis, , .
Abstract: This study explores the experiences of men who are nurses in Aotearoa New Zealand. Utilising discourse analysis a social constructionist reading of men, masculinity and nursing is provided to offer an alternative reading to much of the extant literature with respect to men in nursing. The study draws upon a number of different sources of “text”, including over 600 written works, two films and interviews with eighteen men who currently are, have been or are intending to be, nurses. Drawing primarily upon the “literary” textual sources a number of themes were identified for further exploration in interview with the co-researchers. These themes were the construction of masculinity, the construction of images of the nurse, the reaction to men who are nurses, sexuality issues, career development, and men and caring. The findings of this thesis reveal that the literature pertaining to men in nursing is replete with paradox and contradiction and fails to adequately account for the male experience. It is argued that the images and arguments provided in the literature with respect to men in nursing are based on out-of-date models and understandings of gender relations, masculinity and nursing. It is suggested that rather than enjoying patriarchal privilege, men who enter nursing must contend with being constructed as both an inferior man and inferior nurse. Their careers are not, as is alleged in the literature, based on developing “islands of masculinity” and male privilege, nor upon the avoidance of the emotional labour of nursing but reflect a belief that career is one way of doing care. It is argued in this work that men in nursing have fewer “taken-as-givens” upon which to base work and that they work to develop trusting relationships with their patients that are based on communication and empathy within a context defined by the patients' circumstances.
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Harding, T. S. (2008). Men's clinical career pathways: Widening the understanding. Coda: An institutional repository for the New Zealand ITP sector, 22(3), 48–57.
Abstract: This article, drawn from a larger study, reports on the factors that have influenced the choice of a group of New Zealand male nurses' clinical career pathways. Using discourse analysis, interview data from 18 participants were analysed and related to existing literature on male nurses. The analysis revealed that the predominance of men in selected areas of nursing can be attributed to multiple factors including: socialisation pressures that are grounded on gender stereotyping, a desire for challenge, homosocial tendencies, and the belief that multiple work experience equips them to be better nurses. The results challenge essentialist readings of masculinity within the context of nursing and identifies challenges for nursing education and the profession to enable men to contribute more widely to nursing.
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Harding, T. S. (2007). The construction of men who are nurses as gay. Coda: An institutional repository for the New Zealand ITP sector, 60(6), 636–644.
Abstract: This paper is a report of a study to determine the construction of male nurses as gay, and to describe how this discourse impacts on a group of New Zealand male nurses. This social constructionist study drew on data collected from existing texts on men, nursing and masculinity and interviews with 18 New Zealand men conducted in 2003-2004. Discourse analysis, informed by masculinity theory and queer theory, was used to analyse the data. Despite the participants' beliefs that the majority of male nurses are heterosexual, the stereotype persists. A paradox emerged between the 'homosexual' general nurse and the 'heterosexual' pyschiatric nurse. The stigma associated with homosexuality exposes male nurses to homophobia in the workplace. The heterosexual men employed strategies to avoid the presumption of homosexuality; these included: avoiding contact with gay colleagues and overt expression of their heterosexuality. These stigmatising discourses create a barrier to caring and, aligned with the presence of homophobia in the workplace, deter men's entry into the profession and may be important issues with respect to their retention.
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Harding, T. S. (2006). New strategies in evidence based practice. Klinisk sygepleje, 20(3), 4–11.
Abstract: This article considers wider organisational issues that impact on the implementation of evidence based practice. It describes the strategies adopted by the Auckland Area Health Board and Unitec New Zealand to implement the principles of evidence based practice in New Zealand. This has resulted in a collaboration with Auckland University and the Joanna Briggs Institute for Evidence Based Nursing and Midwifery to form the Centre for Evidence Based Nursing – Aotearoa. Evidence based nursing is a vital part of nursing education. Unitec New Zealand has developed and incorporated evidence based nursing into all courses in their undergraduate programme. Central to this is the use of evidence based practice in patient care and the integration of technology with evidence based nursing in clinical practice.
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Harding, T. S. (2004). Male nurses: The struggle for acceptance. Kai Tiaki: Nursing New Zealand, 9(4), 17–19.
Abstract: This article describes the role of men in the nursing profession in New Zealand from colonial times to the 1970s. It considers attitudes towards male nurses, the provision of training for men and the various laws and regulations dealing with the issue.
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Hardcastle, J. (2008). 'Back to the bedside': Graduate level education in critical care. Nurse Education in Practice, 8(1), 46–53.
Abstract: This paper explores the relationships within teaching, learning and practice development in critical care nursing and questions the popular assumption that 'post graduate (Master's level) education fits all'. The need for critical care nurses to apply advanced knowledge and technical skills to complex and dynamic practice situations necessitates the development of critical thinking and a problem-solving approach to clinical practice that can be fostered through education and experience. Discussion focuses on the successful development and implementation of graduate level education for critical care nurses in the South Island of New Zealand and how this development is challenging existing approaches to the provision and evaluation of formal critical care education in New Zealand.
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