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Author Thompson, C.M.M.
Title Caring for people with mental health problems who present at the emergency department: A nurse educator's journey Type
Year 2005 Publication Abbreviated Journal Victoria University of Wellington Library
Volume Issue Pages
Keywords Mental health; Emergency nursing; Education
Abstract The New Zealand emergency department (ED) nurse is faced daily with the challenge of caring for patients of all ages with a wide variety of presenting complaints. Courses are available for ED specialty work such as trauma and paediatric assessment. However, this thesis argues, it is difficult to access updated and ongoing education in relation to caring for people with mental health problems who present to the emergency department. In addition to this education deficit, are the challenges of providing care in an overcrowded ED environment. The author goes on to say that such factors contribute to a perceived lack of confidence and sometimes ambivalence or frustration on the part of nursing staff in caring for this group. This may result in an inconsistent standard of care for the person with a mental health problem unless such issues are addressed. The aim of this research paper was to explore the education needs of ED nurses when caring for people with mental health problems. A literature review was undertaken to investigate the broad education strategies available to overcome these challenges. Diverse approaches were identified such as workshops, clinical guidelines, and mental health consultation-liaison roles. Research was also identified that examined ED nursing attitudes and their learning needs in relation to mental health. This paper concludes with a discussion of recommendations for the New Zealand setting with the intention of developing a more confident and competent nursing workforce, who are better prepared to care for the person with a mental health problem.
Call Number (down) NRSNZNO @ research @ Serial 575
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Author Sims, D.A.
Title The benefits and challenges of one New Zealand nursing undergraduate clinical education model: A case study Type
Year 2004 Publication Abbreviated Journal Victoria University of Wellington Library
Volume Issue Pages
Keywords Clinical supervision; Preceptorship; Education; Students; Nursing
Abstract This research project utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The tertiary education provider contracts the health provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation's contractual obligations. Data were gathered from two ward managers using semi-structured interviews. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was 'there' for a student as a student's preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student's preceptor if the student's preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents are also discussed.
Call Number (down) NRSNZNO @ research @ Serial 598
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Author Best, G.A.
Title Being pruned: Student nurses experience of being shaped in clinical practice by lecturers Type
Year 2004 Publication Abbreviated Journal Auckland University of Technology Library
Volume Issue Pages
Keywords Students; Nursing; Education
Abstract
Call Number (down) NRSNZNO @ research @ Serial 599
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Author Nicol, M.J.
Title Genetics and nursing: Preparing for future health care development Type Journal Article
Year 2003 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 19 Issue 2 Pages 27-40
Keywords Nursing; Education
Abstract The author discusses the impact of 'new genetic knowledge' on society and how molecular and clinical genetics are having an increasing influence on routine health care. Increasingly, nurses will be exposed to this new genetic knowledge and challenged to integrate it into their clinical practice in order to ensure that patients and families receive the best health care available. The paper reports the percentage of undergraduate nursing curricula devoted to teaching about genetics and considers how the fundamental principles of molecular genetics and the clinically relevant areas of genetics can be incorporated into pre- or post-registration education.
Call Number (down) NRSNZNO @ research @ Serial 609
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Author Brasell-Brian, R.; Vallance, E.
Title Clinical practice/education exchange: Bridging the theory-practice gap Type Journal Article
Year 2002 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 18 Issue 1 Pages 17-26
Keywords Education; Interprofessional relations
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.
Call Number (down) NRSNZNO @ research @ Serial 613
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Author Fourie, W.; Oliver, J.D.
Title Defining currency of practice for nurse educators Type Journal Article
Year 2002 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 18 Issue 3 Pages 30-39
Keywords Quality assurance; Professional competence; Education
Abstract Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained.
Call Number (down) NRSNZNO @ research @ Serial 614
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Author Day, D.R.; Mills, B.; Fairburn, F.
Title Exercise prescription: Are practice nurses adequately prepared for this? Type Journal Article
Year 2001 Publication New Zealand Journal of Sports Medicine Abbreviated Journal
Volume 29 Issue 2 Pages 32-36
Keywords Practice nurses; Health education; Primary health care
Abstract This study sought to examine whether practice nurses were prepared to provide exercise prescriptions to clients. It involved administering questionnaires to 53 practice nurses in Otago to examine their understanding of green prescriptions and their knowledge and participation in exercise prescription.
Call Number (down) NRSNZNO @ research @ Serial 628
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Author Horsburgh, M.
Title Quality in undergraduate nursing programmes: The role of Nursing Council Type Journal Article
Year 2000 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 15 Issue 2 Pages 25-37
Keywords Nursing Council of New Zealand; Nursing; Education; Nursing; Quality assurance
Abstract This paper looks broadly at issues to do with quality monitoring in higher education and considers the role and focus of the Nursing Council of New Zealand in the approval of and ongoing monitoring of undergraduate nursing degree programmes. It is suggested that the approach taken by the Nursing Council is accountability led where minimal attention is given to teaching and learning and actual graduate outcomes. This may lead to a mistaken belief that Nursing Council's monitoring focuses on quality or that the outcomes of their monitoring might contribute to programme enhancement. A shift to emphasise learning processes, students and continual improvement in order to enhance programme quality is proposed.
Call Number (down) NRSNZNO @ research @ Serial 634
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Author Dyson, L.
Title The role of the lecturer in the preceptor model of clinical teaching Type Journal Article
Year 2000 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 16 Issue 3 Pages 16-24
Keywords Teaching methods; Nursing; Education; Preceptorship
Abstract This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer within the preceptorship model of clinical teaching. It uses an exploratory/descriptive, qualitative approach to interviewing 12 lecturers. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice.
Call Number (down) NRSNZNO @ research @ Serial 635
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Author Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M.
Title Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study Type Journal Article
Year 2000 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 15 Issue 1 Pages 13-22
Keywords Qualiltative research; Preceptorship; Teaching methods; Nursing; Education
Abstract The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis.
Call Number (down) NRSNZNO @ research @ Serial 636
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Author Walker, J.; Bailey, S.
Title The clinical performance of new degree graduates Type Journal Article
Year 1999 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 14 Issue 2 Pages 31-42
Keywords New graduate nurses; Professional competence; Nursing; Education; Teaching methods
Abstract This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed.
Call Number (down) NRSNZNO @ research @ Serial 638
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Author Holloway, K. T.
Title Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program Type Journal Article
Year 1999 Publication Nursing Praxis in New Zealand Abbreviated Journal
Volume 14 Issue 1 Pages 22-32
Keywords Nursing; Education; Curriculum; New graduate nurses; Evaluation
Abstract This research seeks to determine an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical-surgical areas in 2 large hospitals offering student placements were asked to rate the frequency of performance of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considers for inclusion in the undergraduate programme. Clinicians were asked to list the 10 most important skills and related level of competence expected from the newly-registered nurse.
Call Number (down) NRSNZNO @ research @ Serial 640
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Author Gallagher, P.
Title An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] Type Journal Article
Year 2000 Publication Nurse Education Today Abbreviated Journal
Volume 20 Issue 3 Pages 218-226
Keywords Nursing; Education; Teaching methods; Evaluation
Abstract This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes.
Call Number (down) NRSNZNO @ research @ Serial 653
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Author Kaviani, N.; Stillwell, Y.
Title An evaluative study of clinical preceptorship Type Journal Article
Year 2000 Publication Nurse Education Today Abbreviated Journal
Volume 20 Issue 3 Pages 218-226
Keywords Preceptorship; Nursing; Education; Evaluation research
Abstract A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role
Call Number (down) NRSNZNO @ research @ Serial 654
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Author Hardcastle, J.
Title 'Back to the bedside': Graduate level education in critical care Type Journal Article
Year 2008 Publication Nurse Education in Practice Abbreviated Journal
Volume 8 Issue 1 Pages 46-53
Keywords Nursing specialties; Nursing; Education; Curriculum
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.
Call Number (down) NRSNZNO @ research @ Serial 656
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