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McKelvie, R. (2019). Where we are and how we got here: an institutional ethnography of the Nurse Safe Staffing Project in New Zealand. Doctoral thesis, Massey University, Palmerston North.
Abstract: Charts a detailed description and analysis of how aspects of the strategies of the Nurse Safe Staffing Project work in everyday hospital settings. Argues that nurses' situated knowledge and work are being organised and overridden by competing institutional knowledge and priorities in a competitive institutional environment. Demonstrates the consequences for nurses, patients and staffing strategies. Conducts 30 interviews with 26 participants, including frontline nurses and participants in safe staffing projects.
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Sharma, M. (2020). An exploration of the experiences of registered nurses working in aged residential care facilities regarding interRAI: A qualitative research design. Master's thesis, University of Otago, Dunedin. Retrieved June 27, 2024, from http://hdl.handle.net/10523/10009
Abstract: Assesses the experiences of registered nurses (RNs)working in aged residential care facilities in Christchurch, in performing interRAI assessments using interRAI MOMENTUM software. Explores the positive and negative aspects of their experiences and the factors affecting performance of interRAI-based comprehensive health assessments. Identifies the aids and barriers faced by RNs in applying and using interRAI. Conducts focus-group interviews with 7 RNs. Highlights the need for a unified standard assessment system.
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Tabakakis, C., McAllister, M., & Bradshaw, J. (2020). Burnout in New Zealand resgistered nurses: the role of workplace factors. Kai Tiaki Nursing Research, 11(1), 9–16.
Abstract: Investigates the impact of workplace factors on burnout in NZ RNs. Conducts a cross-sectional survey among 480 RNs in which burnout, practice environment and negative acts in the workplace were self-reported by means of the Copenhagen Burnout Inventory (CBI), the Practice Environment Scale (PES), and the Negative Acts Questionnaire (NAQ).
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Field, J., McClunie-Trust, P., Kearney, C., & Jeffcoat, J. (2020). Language and communication: a vital component of health for people with refugee backgrounds. Kai Tiaki Nursing Research, 11(1), 42–49.
Abstract: Reports on a collaborative project that explores trans-disciplinary understanding of the implications of learning English for the health and well-being of refugees. Argues that English literacy is a significant factor in health literacy and access to health care. Uses secondary analysis to analyse primary research with 60 predominantly female adult refugees aged 18 to 64 years. Highlights the experiences of these English language learners and reflects on their relevance for primary health care and nursing practice.
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Eton, S. J. (2020). Clinical handover from the operating theatre nurse to the post anaesthetic care unit nurse: a New Zealand perspective. Master's thesis, University of Otago, Christchurch. Retrieved June 27, 2024, from http://hdl.handle.net/10523/10582
Abstract: Presents findings from a study of nurse-to-nurse handover in the perioperative care setting. Describes current practices in nurse handover and surveys theatre and post-anaesthetic-care nurses from around NZ about their satisfaction with handover and whether it affects patient outcomes.
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Chandler-Knight, E. (2020). Poster[sic]Bullying in mental health inpatient nursing. Bachelor's thesis, Southern Institute of Technology, .
Abstract: Asserts that bullying is common in nursing, and particularly in mental health nursing. Conducts a literature review before administering a mixed-method online survey to registered nurse (RN) inpatient mental health nurses, of whom 38 responded.
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Lockett, J. (2020). Strategies and processes emergency department nurses consider important to safely manage during an influenza pandemic: a qualitative descriptive study. Master's thesis, Victoria University of Wellington, Wellington. Retrieved June 27, 2024, from http://hdl.handle.net/10063/8992
Abstract: Explores what NZ Emergency Department (ED) nurses perceive as the biggest challenges to nursing care and staff safety during an influenza pandemic, in order to provide information on how to ensure the engagement of these nurses at the frontline of the pandemic response. Uses a qualitative descriptive design to allow an examination of the first-hand perspectives of ED nurses, gaining meaningful insights into a phenomenon little explored. Interviews 16 ED nurses about future pandemic planning at ED, DHB and government level.
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Blair, W. (2021). Nurses' recognition and response to unsafe practice by their peers. Ph.D. thesis, University of Newcastle, Newcastle, Australia. Retrieved June 27, 2024, from http://hdl.handle.net/1959.13/1422832
Abstract: Uses a mixed-methods approach to identify the behaviours and cues that nurses recognise as indicators of unsafe practice. Details those factors that influence unsafe practice. Reports the actions and responses taken by nurses who encounter unsafe practice by their peers. Conducts surveys of nurses about their perceptions of unsafe practice and the organisational practices and policies for its prevention.
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Greenlees-Rae, J. (2016). Being confident in practice: A study on the influences on confidence in new graduate nurses. Master's thesis, Victoria University of Wellington, Wellington. Retrieved June 27, 2024, from http://hdl.handle.net/10063/6129
Abstract: Aims to understand influences on new graduate nurses' confidence in their nursing practice. Confirms the value of self-confidence in newly-qualified nurses commencing practice. Utilises Appreciative Inquiry methodology to analyse the dialogue of nine new graduate nurses who share their stories of practice. Highlights five themes from their accounts. Identifies influences on the nurses' confidence, and the reflective practice pervading their nursing practice.
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Hawes, P. C. (2016). What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety? Master's thesis, Victoria University of Wellington, Wellington. Retrieved June 27, 2024, from http://hdl.handle.net/10063/6197
Abstract: Interviews 9 nurses in their first year of clinical practice to investigate how newly-qualified nurses recognise and develop those skills relating to clinical risk and patient safety. Identifies workplace culture, clinical role models, exposure to the clinical environment, experiential learning, narrative sharing, debriefing and simulation as contributing to learning and understanding clinical risk and safe patient care. Considers strategies to facilitate professional development.
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Rees, L. (2016). Exploring the barriers and levers to hand hygiene of nursing and medical staff in Emergency Departments: a mixed-methods study. Master's thesis, Victoria University of Wellington, Wellington. Retrieved June 27, 2024, from http://hdl.handle.net/10063/6120
Abstract: Undertakes an explanatory, sequential, mixed-methods study to identify barriers and levers to hand-hygiene (HH) practice in two Emergency Departments (ED) in NZ. Distributes a survey to ED nurses and doctors to identify perceived facilitators and hindrances to HH. Follows up with nurse focus groups to explore specific aspects of the survey results.
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Lally, E. (2014). Symbiotic relationships in patients' engagements with practice nurses. Doctoral thesis, Victoria University of Wellington, Wellington. Retrieved June 27, 2024, from http://hdl.handle.net/10063/3281
Abstract: Records from patient perspectives the nature of the engagements patients have with practice nurses which influence patients' health and well-being. Posits this mutually-beneficial close association as a form of symbiosis. Surveys 15 patients from seven rural and urban general practices in NZ about aspects of the participants' relationships and engagements with nurses, analysing the results using Narrative Inquiry methodology.
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Kennedy, W. L. (2008). How do Registered Nurses utilise self assessment and performance appraisal to inform their professional practice? Master's thesis, Eastern Institute of Technology, Taradale. Retrieved June 27, 2024, from https://www.nzno.org.nz/resources/library/theses
Abstract: Describes an exploratory study of Registered Nurses (RNs) within a local District Health Board which pursued the question of 'if' and 'how' professional practice frameworks assisted nurses in their individual professional practice, specifically self-assessment and performance appraisal. Utilises a qualitative descriptive framework to explore the experiences of RNs in inpatient settings, via questionnaire. Identifies 8 themes related to self-assessment, performance appraisal, and professional practice.
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Asbury, E., & Orsborn, G. (2020). Teaching sensitive topics in an online environment: an evaluation of cultural safety e-learning. Whitireia Journal of Nursing, Health and Social Services, 27, 23–31.
Abstract: Tests an e-module for teaching cultural safety to address technical issues, content and suitability. Enrols 19 nursing students in an evaluation of the pilot online learning module.
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Cook, C., Brunton, M., Chapman, M. K., & Roskruge, M. (2021). Frontline nurses' sensemaking during the initial phase of the COVID19 pandemic in 2020 Aotearoa New Zealand. Nursing Praxis in Aotearoa New Zealand, 37(3). Retrieved June 27, 2024, from www.nursingpraxis.org
Abstract: Identifies the impact of the pandemic on front-line nurses, based on qualitative data from a national mixed-methodology study done between October and December 2020. Conducts 29 interviews via Zoom and telephone with nurses in a range of front-line clinical roles. Highlights the place of organisational culture, communication and clinical leadership in either strengthening or weakening professional commitment.
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