Bee, S. (1999). Post traumatic stress disorder: The role of critical incident stress management. Vision: A Journal of Nursing, 5(8), 20–23.
Abstract: The author defines and describes PTSD, and looks at how it may apply to nurses. Primarily affected by delayed PTSD, nurses may experience it as burn-out, after exposure to trauma over time. The Critical Incident Stress Management programme instigated at Healthcare Hawkes Bay is outlined.
|
Mercer, C. (2003). Interpreting the phenomenology of out-of-town hospitalisation using a Heideggerian framework. Available online from Eastern Institute of Technology, 11(17), 20–25.
Abstract: This article is presented in two parts. In the first, an outline of Heidegger's approach to phenomenology is offered. A basic premise of hermeneutic phenomenology is that people make sense of the world through the narratives they tell to themselves and to others. When the researcher uses this philosophical approach, persons communicate their experiences; the researcher interprets the experience and communicates that understanding in writing. In the second part of the paper, the experiences of four people whose partners were hospitalised out of town is described.
|
Bavidge, D. (2006). Leadership: Further perspectives. Available online from Eastern Institute of Technology, 14(1), 20–22.
Abstract: This paper uses two perspectives, a feminist analysis and emancipatory leadership model, to analyse the practice and philosophy of leadership. It finds the important components of leadership include communicating understanding, developing a sense of community, and reconstituting the power relationships. This challenges traditional leadership perspectives which privilege individuals hierarchically appointed, or with deemed alienable qualities or traits.
|
Gillmour, J., Huntington, A., & Robson, B. (2016). Oral Health Experiences of Maori with Dementia and Whanau perspectives – Oranga Waha Mo Nga Iwi Katoa. Nursing Praxis in New Zealand, 32(1).
Abstract: Reports a study of the oral health experiences and needs of Maori with dementia, and their whanau. Uses a descriptive qualitative research design to develop an in-depth understanding of oral health issues from the perspective of the people being interviewed. Talks to 17 whanau members and describes the four themes that emerge from the interviews. Suggests service improvements.
|
Yarwood, J., Richardson, A., & Watson, P. (2016). Public health nurses' endeavours with families using the 15-minute interview. Nursing Praxis in New Zealand, 32(3).
Abstract: Explores 16 public health nurses'(PHN) knowledge and use of the five components of the 15-minute interview: manners, therapeutic questions, therapeutic conversations, commendations, and the genogram and ecomap. Employs a qualitative, collaborative, educative study to conduct focus groups for gathering data in pre-and post-intervention phases with PHNs who used either a genogram or eco-map in practice over a three-month period during the intervention phase.
|
Van der Krogt, S., Coombs, M., & Rook, H. (2020). Humour: a purposeful and therapeutic tool in surgical nursing practice. Nursing Praxis in New Zealand, 36(2). Retrieved June 25, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.008
Abstract: Notes the lack of evidence-based guidance for use of humour by nurses. Uses a qualitative descriptive methodology to explore how surgical nurses determine when and how to employ humour with patients. Enrols 9 RNs working in a surgical ward within a tertiary hospital in semi-strutured interviews to discuss how they assess patient receptiveness, build connections with patients and protect their vulnerability.
|
Lockett, J. (2021). Emergency Department pandemic preparedness: Putting research into action. Nursing Praxis in Aotearoa New Zealand, 37(3).
Abstract: Reflects on the introduction of COVID-19 screening protocols for all patients and visitors accessing the Emergency Department (ED) of the hospital where the author was on the senior leadership team. Having just completed research into the perspectives of emergency nurses on pandemic preparedness, shows how these perspectives were incorporated into the protocols.
|
Crowe, M., & Carlyle, D. (2003). Deconstructing risk assessment and management in mental health nursing. Journal of Advanced Nursing, 43(1), 19–27.
Abstract: The aims of the study were to provide a deconstructive analysis of the concepts of risk and risk management, and to explore the historical context of mental disorder and the concept of risk, the clinical context of risk assessment and management, the cultural, political and economic context of risk, and the impact on mental health nursing and consumers of mental health services. This is undertaken by providing a critical review of the history of mental illness and its relationship to risk, examination of government policy on clinical risk management, analysis of a risk assessment model and a discussion of the political and economic factors that have influenced the use of risk assessment and management in clinical practice. The concept of risk and its assessment and management have been employed in the delivery of mental health services as a form of contemporary governance. One consequence of this has been the positioning of social concerns over clinical judgement. The process employed to assess and manage risk could be regarded as a process of codification, commodification and aggregation. In the mental health care setting this can mean attempting to control the actions and behaviours of consumers and clinicians to best meet the fiscal needs of the organisation. The authors conclude that the mental health nursing profession needs to examine carefully its socially mandated role as guardians of those who pose a risk to others to ensure that its practice represents its espoused therapeutic responsibilities.
|
Haggerty, C. (2004). Supporting the development of critical analysis through the use of a constructivist learning strategy. Whitireia Nursing Journal, 11, 19–26.
Abstract: This paper analyses how the programme co-ordinator for a diploma in mental health nursing used the Instructional Design process in order to identify aspects of teaching and learning that could further enhance the student development of critical thinking. Theoretical understandings of constructivist learning environments are outlined, and translated to this programme. Tools and techniques such as learning strategies, scaffolding, coaching and modelling are explained.
|
Ross, J. (2001). Perspectives on developing the advanced role of rural nursing in New Zealand. Health Manager, 8(1), 19–21.
Abstract: The author traces the development of rural nursing, which began as an assistant role for general practitioners, to the present role which incorporates advanced nursing practice. She reports the results of two surveys of nurses' roles and skills, from 1996 and 1999-2000. Specific rural competencies are identified, in managing isolation, professionalism in a small community, nurse/patient relationships in a small community, and independence.
|
Winters, R., & Neville, S. (2012). Registered nurse perspectives on delayed or missed nursing cares in a New Zealand hospital. Nursing Praxis in New Zealand, 28(1), 19–28.
Abstract: Explores the concept of 'missed care' using a qualitative descriptive approach. Interviews 5 registered nurses within a NZ hospital about fluctuations in nursing-skill mix and staffing levels, inconsistent availability of equipment and supplies, and higher patient acuity. Identifies two main categories of missed care and nurses' resulting moral distress
|
Bingham, H., & Malone, T. (2022). Developing compassion in nursing students through engaging with a lived experience. Kai Tiaki Nursing Research, 13(1), 19–25.
Abstract: Considers whether an educational intervention in which mental illness and addiction sufferers share their personal experience with nursing students results in the development of empathy and compassion among nursing students. Incorporates five workshops into the bachelor of nursing curriculum, in which students listen to the stories told by mental health/addiction patients. Gathers accounts from students of their reactions afterwards.
|
Carryer, J. B., Budge, C., & Russell, A. (2002). Measuring perceptions of the Clinical Career Pathway in a New Zealand hospital. Nursing Praxis in New Zealand, 18(3), 18–29.
Abstract: The authors outline the Clinical Career Pathways (CCPs) for nurses, which were first established in New Zealand during the late 1980s. This paper introduces a new instrument, the Clinical Career Pathway Evaluation Tool (CCPET) designed to assess nurses' and midwives' knowledge of and attitudes towards their Clinical Career Pathway. The 51 item instrument takes the form of a self-report questionnaire. The development of the CCPET is described and results from an initial application of the instrument with 239 nurses and midwives in a New Zealand hospital are presented. Results indicate that knowledge levels were moderate in this sample and were correlated with both positive and negative attitudes. Results of t-test comparisons indicated that, on average, the group who had already completed a CCP portfolio had greater knowledge and more positive attitudes than the group who had not.
|
Manning, J. (2006). Building trust with families in neonatal intensive care units. Kai Tiaki: Nursing New Zealand, 12(6), 18–20.
Abstract: Establishing a trusting relationship is a key therapeutic intervention for nurses working with families of hospitalised children. This article is an exploration of the definition of trust. Specifically, it considers how parents come to trust (or not) nurses in neonatal intensive care unit (NICU) helps to reveal the meaning of parent-nurse trust and how this affects nursing practice. Understanding and meeting parental needs is important in developing and sustaining trust. The medical model of care often dominates in NICU. This is a deficit model that focuses on illness and treatment. However, the use of a nursing framework, such as developmentally supportive family centred care, focuses on recognising and building on the strengths of the family, by fostering trust to equip the family with the capacity to manage their infant's health care.
|
Evans-Murray, A. (2004). Meeting the needs of grieving relatives. Kai Tiaki: Nursing New Zealand, 10(9), 18–20.
Abstract: This article examines the role of nurses working in intensive care units who may need to work with families as they face the death of a loved one. How the nurse communicates with relatives during these crucial hours prior to the death can have profound implications on their grief recovery. Universal needs for families in this situation have been identified in the literature, and include: hope; knowing that staff care about their loved one; and having honest information about their loved one's condition. A case study is used to illustrate key skills and techniques nurses can employ to help meet these universal needs. In the first stage of grief the bereaved is in shock and may feel a sense of numbness and denial. The bereaved may feel confused and will have difficulty concentrating and remembering instructions, and they may express strong emotions. Studies on families' needs show that honest answers to questions and information about their loved one are extremely important. It is often very difficult for the nurse to give honest information when the prognosis is poor. Good communication skills and techniques are discussed, in which hope is not offered at the expense of truthfulness, and the nurse facilitates the process of saying goodbye and expressing emotions. Practical techniques, such as including the family in basic care such as foot massaging and simple hygiene routines, may also be used to move the family from being bystanders to the impending death, to comforters.
|
