|
|
Walsh, K. (2004). Change and development of nusing practice: The challenges for the new century. Emergency Nurse New Zealand, 3(3), 10–13.
Abstract: In light of the current challenges facing the nursing workforce, the author proposes a way forward to capture and utilise the challenges to bring about positive change.
|
|
|
|
Crawford, R. (2001). Nutrition: Is there a need for nurses working with children and families to offer nutrition advice? Vision: A Journal of Nursing, 7(13), 10–15.
Abstract: Using nursing and associated literature, the relevance of nutrition in the care of children and families is highlighted in this article. The role of a nurse in providing nutrition advice and interventions is examined, in the context of social and economic pressures on the provision of a healthy diet. Relevant examples of the provision of such advice is provided, along with competencies required to achieve this in practice.
|
|
|
|
Searle, J. (2001). Gender bias: Women and heart disease. Vision: A Journal of Nursing, 7(12), 10–14.
Abstract: This article discusses the apparent gender bias prevalent in health care for women who experience cardiovascular disease. It considers how gender expectations and stereotypes affect health practices. Changes at the social, political and practice level necessary to achieve equitable care for women with cardiovascular disease are outlined.
|
|
|
|
Haywood, B. (2003). Pre-employment health screening: Is it useful? Available online from the Eastern Institute of Technology, 11(17), 10–14.
Abstract: The author, an occupational health nurse, examines rationale for and effectiveness of the pre-employment assessment, which has become an accepted practice. Reasons for doing assessments include the reduction of risk to the employer from lower accident rates and absenteeism, compliance with legislative requirements and the provision of baseline health measures for general health surveillance. The costs of the screening process, along with the benefits are weighed up, in conjunction with international research in the area. The author found little research on the process in New Zealand. The opportunity for primary health care and health promotion practice as an aspect of this screening is highlighted as an important, though underestimated, benefit. Regular auditing is recommended to ensure that the outcomes of the process meet the criteria required.
|
|
|
|
Rhodes, J. (2015). Using PeerWise in nursing education -- a replicated quantitative descriptive research study. Kai Tiaki Nursing Research, 6(1), 10–15.
Abstract: Surveys the views of third-year Bachelor of Nursing students with the aim of replicating or refuting the results from an earlier study on the use of the online learning tool PeerWise in nursing education. Uses a quantitative descriptive research method and survey, as in the earlier study, to determine whether PeerWise does provide a positive medium for nursing students to acquire, extend and revise nursing knowledge. Employs manifest content analysis on the data collected in the first study in 2013.
|
|
|
|
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.
|
|
|
|
Giddings, D. L. S., & Wood, P. J. (1998). Revealing sexuality: nurses' knowledge and attitudes. A survey of pre and post registration nursing students 1988-1991. Nursing Praxis in New Zealand, 13(2), 11–25.
|
|
|
|
Jacobs, S., & Boddy, J. M. (2008). The genesis of advanced nursing practice in New Zealand: Policy, politics and education. Nursing Praxis in New Zealand, 24(1 (Mar)), 11–22.
Abstract: This contemporary historical study examines the health sector environment of the 1990s and the turn of the 21st century, and assesses the policy initiatives undertaken to advance nursing in New Zealand during that period. The authors look at the conditions and forces that saw nursing achieve a new emphasis on advanced and expanded scope of nursing practice, less than a decade after the commencement of New Zealand's first pre-registration nursing degrees.
|
|
|
|
Seaton, L., Seaton, P., & Yarwood, J. (2013). Preparedness: Lessons for educators from the Christchurch disaster. Available through NZNO library, 4(1), 11–16.
Abstract: This study describes the impact of a sudden, traumatic natural disaster on a bachelor of nursing programme, and the capacity and processes required to minimise disruption to programme delivery and student learning. This descriptive case study, undertaken across 2011-2012, collected data through interviews, a survey and artefact collection. Six key themes emerged from the inductive and descriptive statistical analyses: context; communication; leadership and followership; decision making; the need to balance shifting priorities around professional responsibilities and personal imperatives; and taking action and action plans. The conclusions reached emphasise safety as the first priority, encourage personal risk mitigation, and emphasise the importance of ongoing support and flexibility for all staff and students as well as the need for clear communication and decision-making. What is perhaps most important to take from this experience is that a plan does not, by itself, equal preparedness; every institution must look to its own context, consider its own priorities, and formulate its own approach to preparedness.
|
|
|
|
Christensen, M. (2016). Nurses' knowledge of delirium: a survey of theoretical knowing. Kai Tiaki Nursing Research, 7(1), 11–18.
Abstract: Conducts an exploratory study to assess whether nurses at a regional base hospital have sufficient theoretical knowledge to assess and manage delirium in the clinical setting. Uses a self-administered survey based on a true/false questionnaire, and a Likert scale to assess nurses' perceived levels of confidence in detecting and managing the delirious patient. Administers the questionnaire to 130 nurses from acute adult wards.
|
|
|
|
Westenra, B. (2019). A framework for cultural safety in paramedic practice. Whitireia Journal of Nursing, Health and Social Services, (26), 11–17.
Abstract: Critically considers the application of cultural safety to working with diversity in paramedic practice in NZ. Presents a sociological framework, based on Mills's concept of 'sociological imagination' to analyse the connections between social and cultural factors in NZ and the author's professional experience.
|
|
|
|
Crisp, B. G. (1985). Staff levels in a long term ward – are they adequate? New Zealand Nursing Journal, 78(11), 12–15.
Abstract: In this article, the author will discuss the way in which the task of finding out whether staff levels were adequate in a long term ward was approached. Figures were collated using a patient dependency rating (described below) in use at the time of the article, estimated nursing hours per patient and staff numbers per day; the 3 sets of figures were kept over a 28 day period. The results gained were compared to results from articles and reports perused by the author and conclusions reached as to whether the staff levels were adequate or not. Following this, implications of lack of staff and possible solutions were discussed
|
|
|
|
Wilson, K. F. (1995). Professional closure: the case of the professional development of nursing in Rotorua 1840 – 1934 (Vol. 13). Ph.D. thesis, , .
|
|
|
|
Brinkman, A., & Caughley, B. (2004). Measuring on-the-job stress accurately. Kai Tiaki: Nursing New Zealand, 18(8), 12–15.
Abstract: The authors discuss the usefulness of a generic tool to measure job stress in New Zealand workplaces, and report on a study using one such generic tool. The study involved sending questionnaires to all staff (193) who had worked at a regional women's health service for a minimum of six months. The mailed package contained the Job Stress Survey (JSS), the General Health Questionnaire (GHQ-12), demographic questions (including cultural safety), shift work questions, and a blank page for “qualitative comment”. Over 12,000 pieces of data were collected from the study but this article focuses only on the results of the JSS. The JSS can be used to determine a “job stress index” and can also be used to measure “job pressure” and “lack of organisational support”. For this study, job stress index scores were calculated and organised by occupational groupings. Midwives, nurses and doctors all cited inadequate or poor quality equipment, excessive paperwork, insufficient personal time, and frequent interruptions, as their top stressors. Three of these four stressors fall within the job pressure index. The results of the survey prompted organisational changes, including: extensive discussions; equipment being updated; management being made aware of the depth of concern felt by staff; the creation of a place for staff to have personal time; and coping intervention strategies were initiated. The authors suggest that no generic measure of job stress can fully evaluate stressors unique to a particular work setting. They support additional items being constructed and administered to assess stressors that are idiosyncratic to a particular occupational group.
|
|
|
|
McKenna, B., O'Brien, A. J., Dal Din, A., & Them, K. (2006). Responsible clinician role offers opportunities for nurses. Kai Tiaki: Nursing New Zealand, 12(11), 12–14.
Abstract: The authors report on a recent study investigating the statutory role of responsible clinician. Statutory roles under mental health legislation offer mental health nurses a means of having advanced practice skills recognised, as well as contributing to improved access to services. There is a proliferation of roles intended to develop nursing readership, but in most cases they are not primarily clinical roles. The concept of “advanced practice” has become a means of developing clinical leadership roles in nursing. Research on responsible clinician role is presented along with the results of a survey of the 11 Registered Nurses practicing as responsible clinicians, five senior nurses from each of the 21 district health boards, and the Auckland Regional Forensic Psychiatry Services (n = 121). Respondents were asked whether the responsible clinician role was a legitimate one for nurses and whether they were motivated to attain or maintain that role. They were also asked which competencies for the role they believed they met, their perceptions of credentialing processes and the educational requirements needed to achieve the role. A clear majority of the respondents felt the role of the responsible clinician was a legitimate advanced practice role for mental health nurses. Despite this, some respondents expressed ambivalence about taking on the role. The research highlighted deficits in knowledge and skills that could become a focus of education for advanced practitioners seeking appointment as responsible clinicians. Deficits included some assessment skills, knowledge of a range of interventions and knowledge of other legislation affecting mental health legislation.
|
|
