| |
Records |
Links |
|
Author |
Barton, J. |
|
| |
Title |
Pain knowledge and attitudes of nurses and midwives in a New Zealand context |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages  |
|
|
| |
Keywords |
Nursing; Pain management; Attitude of health personnel |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ 1140 |
Serial |
1125 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Boyd, L. |
|
| |
Title |
“It could have just as easily been me”: Nurses working in mental health services who have experienced mental illness |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Mental health; Occupational health and safety |
|
| |
Abstract |
This research explores the issues and experiences of mental health nurses who experience or have experienced mental illness. This project was prompted by the author's concern for colleagues and friends in this situation. The research topic was approached using a mix of critical ethnography and action research principles. Five mental health nurses who all work for the same district health board were interviewed about their experiences of being mental health professionals with mental illness and the issues that arose from this. The themes that emerged from this research are: the reactions of nurse colleagues, the effects on participants' own mental health treatment, employer responses, professional experiences and issues and strategies for coping. Discussion and recommendations focus on the need for improvements to the responses that mental health nurses with experience of mental illness encounter in their workplace. Recommendations from this research encompass suggestions for both individual and organisational education, action and change. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1127 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Lynch, T.M. |
|
| |
Title |
A qualitative descriptive study of youth with Crohn's disease |
Type |
|
| |
Year |
2005 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Diseases; Adolescents; Nursing |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ 1143 |
Serial |
1128 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Morgan, F.A. |
|
| |
Title |
Primary health care nurses supporting families parenting pre-term infants |
Type |
|
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
NZNO Library, University of Otago Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Primary health care; Community health nursing; Paediatric nursing; Premature infants |
|
| |
Abstract |
This thesis reviews the role of primary health care nurses, who have an opportunity to play a unique role in teaching, touching and empowering families with newly discharged pre-term babies. Birth of a baby earlier than 37 weeks gestation ushers in a period of uncertainty and stress for parents. Uncertainties may centre on whether their infant will survive and what ongoing growth and developmental issues their infant will face. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1132 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
O'Malley, J. |
|
| |
Title |
Critical social analysis of acute institutionally based mental health nursing following an action research project |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Psychiatric Nursing; Hospitals; Quality of health care |
|
| |
Abstract |
This study using action research involving twelve registered nurses worked toward improving nursing care in an acute mental health in-patient service. Following focus groups with consumers, families, nurses, doctors, and allied health professionals, the action research group developed projects over eighteen months to improve continuity and consistency of nursing care. There was a subsequent restructuring of nursing service to better define leadership, accountability and to strengthen care delivery. The second half of the thesis involves a critical social analysis of the research data and produces a theory of mental health nursing which, the author suggests, has wide application in practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1133 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Paton, B.I. |
|
| |
Title |
Unready-to-hand as adventure: Knowing within the practice wisdom of clinical nurse educators |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education |
|
| |
Abstract |
This research aims to clarify the knowing and wisdom that inform clinical nurse educators' responses through unpredictable situations. The author referred to philosophical literature on the notions of tacit knowledge, practical wisdom, smooth activity and the Unready-to-Hand experience. She created an explanatory framework and utilised this in a thought experiment by reflecting on personal experiences. To add clarity to these reflections, two layers of interviewing with nurse educators teaching in practice were carried out. The first layer was an interview with eight clinical nurse educators who in their role experienced Unready-to-Hand situations. The second layer consisted of four clinical nurse educators who volunteered to be involved in more in-depth interviews. An interpretive analysis of these clinical nurse educators stories illuminated the “Unready-to Hand as Adventure”, highlighting the uncertainty and energy associated with opening in the adventure, not knowing what will unfold, yet committed to remaining engaged and doing the best they can. Through the process of attuning to difference, accessing and deciphering knowing, nurse educators create meanings of situational complexities. By preserving the ideals of good practice and engaged caring, nurse educators salvage learning by creating opportunities for learning and teaching. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1134 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Roberts, F. |
|
| |
Title |
The people the programme & the place: Nurses' perceptions of the Lakeland Health Professional Development Programme |
Type |
|
| |
Year |
1999 |
Publication |
|
Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Careers in nursing; Professional development; Registered nurses |
|
| |
Abstract |
This thesis concerns the Professional Development Programme at Lakeland Health. In New Zealand, such programmes were introduced as a mechanism to openly recognise the clinical expertise of nurses. Clinical Career Pathways were introduced to nursing in North America in the 1970's at a time of nursing shortage. Prior to their inception, nurses wishing to develop their careers had to move to administration, management or education. The programmes recognised and rewarded expertise in practice. A qualitative, descriptive approach (using focus groups) was used with Registered Nurses to gather their perceptions of what helps nurses enroll in the Professional Development Programme. The ideas and insights of nine Registered Nurses were clustered around three main categories: The People (fear; being struck; motivation; feedback; peer support; ways of learning); the Programme (relevance; flexibility; Bachelor's Degrees; implementation; supporting information; fairness); the Place (time; regular and accessible; support from nurse leaders; management). These perceptions are discussed in more detail in the context of nursing at Lakeland Health and of Clinical Career Pathways in New Zealand. The findings are helpful for the evaluation and future development of the Professional Development at Lakeland Health. The research contributes to our understanding of what helps nurses enroll in a Clinical Career Pathway, and emphasises the importance of the People, the Programme and the Place. |
|
| |
Call Number |
NRSNZNO @ research @ 1150 |
Serial |
1135 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Spence, D.; Anderson, M. |
|
| |
Title |
Implementing a prescribing practicum within a Masters programme in advanced nursing practice. A pilot study |
Type |
Report |
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
NZNO theses and research material webpage |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Prescription authority; Nursing; Education; Students; Advanced nursing practice |
|
| |
Abstract |
This report presents the findings and recommendations derived from a collaborative action research pilot project undertaken alongside the implementation of two nurse prescribing practicum courses. The students, teachers and supervisors participating in year long Masters' level prescribing practica at Auckland University of Technology (AUT) and Eastern Institute of Technology (EIT) were interviewed about their perceptions, concerns and actions relating the first time implementation of their respective practicum papers. Research findings suggest that the practicum implementation has been successful overall, however there is a need to refine delivery, and to review current funding arrangements. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1136 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wepa, D. |
|
| |
Title |
An exploration of the experiences of cultural safety educators |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
Held in NZNO Library thesis collection |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods |
|
| |
Abstract |
This thesis is a study of the experiences of four cultural safety lecturers in nursing education in Aotearoa / New Zealand. A review of literature reveals the recent and turbulent evolution of cultural safety. The media which documented this journey in a negative light in the 1990s prompted ministerial inquiries and the publication of the Nursing Council of New Zealand's guidelines for cultural safety in nursing and midwifery education (1996). Action research methods enabled the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action and reflecting. The findings of the research revealed that the participants not only coped with every day stressors of teaching but they were also required to formulate knowledge of cultural safety. For the Maori participants their stress was confounded with recruiting and retaining Maori students and macro issues such as commitments to iwi. Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that it was organisational in nature and out of their immediate control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations have been made which focus on supporting cultural safety educators to dialogue on a regular basis through attendance at related hui; the introduction of nurse educator programmes; paid leave provisions for cultural safety educators to conduct and publish research so that a body of knowledge can be developed; and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burn out. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1137 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilson, D.S. |
|
| |
Title |
Transforming nursing education: A legitimacy of difference |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
UC Research Repository |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Teaching methods; Curriculum; Feminist critique |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1139 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Woodgyer, A.R. |
|
| |
Title |
Living without the song of the tui: A nursing lecturer's experience in India facilitating a New Zealand degree programme for registered nurses |
Type |
|
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Curriculum; Nursing; Education; Culture |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1141 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Schumacher, A.T. |
|
| |
Title |
More than meets the eye: Explicating the essence of gerontology nursing |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Geriatric nursing; Nursing philosophy; Nursing specialties |
|
| |
Abstract |
The purpose of this hermeneutic phenomenological was to unveil a deeper meaning and understanding of gerontology nursing, thus contributing to its value and worth as a speciality area of nursing. Conversations with four gerontology nurses were taped, transcribed and then analysed using van Manen's (1990) approach to researching lived experience. From the analysis, four cardinal elements emerged: true acceptance, personal knowing, being present, and being alive. Those four cardinal elements were reworked and further analysed to reveal three central aspects or essences of gerontology nursing. These essences were the centrality of temporality, the interconnectedness of human relationships, and the significance of the lived body. Temporality is demonstrated by nursing application of objective, or clock time, as well as subjectively in regards to the lived time of the clients. Interconnectedness is the lived human relationship between nurse and client and is represented by commitment, presencing/giving of self, connecting, and knowing the client holistically. The third essence is corporeality, which is portrayed by the gerontology nurses' distinguishing characteristics and their perception of the lived body of the nursed. The final analysis unveiled caring for the body, the act of seeing, and the joy of care as emergent essences of gerontology nursing. Language of nursing in relationship to 'basic nursing care' is critiqued for its potential to devalue gerontology nursing and, by association, old people. |
|
| |
Call Number |
NRSNZNO @ research @ 1157 |
Serial |
1142 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Alcorn, G. |
|
| |
Title |
Giving voice to school nursing as a primary health care specialty |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
School nursing; Primary health care; Cross-cultural comparison |
|
| |
Abstract |
The purpose of this thesis is to give voice to school nursing as a primary health care specialty, and to promote the development of school nursing in New Zealand. School nursing is an invisible practice specialty that is largely funded from within the education sector, to address the health needs of student clients. School nursing is a significant primary health care initiative that can positively influence student health outcomes. The author presents her own school nursing practice experience and philosophy, prior to reflecting upon the history of school nursing, and the health concerns present within the student population. The work then moves to review and critique school nursing literature from New Zealand, Australia, the United Kingdom, and the United States. This thesis highlights the need for collaborative policy and practice development initiatives including a legislative requirement for school nurses, school nursing competencies and standards, school nurse to student ratios, postgraduate training, professional liaison, practice funding, and research. A discourse on the reflective topical autobiographical method introduces autobiographical poetry from school nursing practice and reflective inquiry, as the central research endeavour of this thesis. Autobiographical poetry is offered as a window to this specialty practice, and accompanying reflections allow access to a further layer of practice knowledge. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1143 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilson, S.C. |
|
| |
Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Massey Research Online |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nurse-patient relations; Nursing; Education; Students; Professional competence |
|
| |
Abstract |
This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1144 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Casey, H. |
|
| |
Title |
Empowerment: What can nurse leaders do to encourage an empowering environment for nurses working in the mental health area |
Type |
|
| |
Year |
2000 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Policy; Leadership; Careers in nursing; Mental health; Psychiatric nursing |
|
| |
Abstract |
For nurses to have control over their practice they need to have input into policy development. Nurses having control over their practice has been linked to nursing empowerment. Therefore the question explored in this research project is: What can nurse leaders do to encourage an empowering environment for nurses working in the mental health area? The literature reviewed for this project includes empowerment, power, the history of nursing in relation to women's role in society, oppression and resistance, and literature on Critical Social Theory as the underlying theoretical and philosophical position which informs the research process. In order to answer the research question a single focus group was used to gather data from a group of registered nurses practising in mental health. Focus groups as a data collection method produce data and insights that would be less accessible without the interaction found in the group. The key themes to emerge from the data analysis were: power is an important component of empowerment and power relationships; and at a systems level, professional, organisational, and political influences impact on feelings of empowerment and/or disempowerment. These key themes are discussed in relation to the literature and the broader social and cultural context of the mental health care environment. The contribution this research makes to nursing includes a list of recommendations for nurse leaders who aim to provide an empowering environment for nurses practising in mental health. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1145 |
|
| Permanent link to this record |
