|
|
Papps, E. (1998). Knowledge, power, and nursing education in New Zealand: a critical analysis of the construction of the nursing identity. Ph.D. thesis, University of Otago, Dunedin. Retrieved June 30, 2024, from http://hdl.handle.net/10523/6446
Abstract: Describes and critically analyses the construction of the nursing identity through curriculum and social relations of power. Conducts a critical analysis using Foucault's power/knowledge problematic to unmask power relations positioning the nurse in the discourses of medicine and gender. Analyses the construction of the nursing identity through curriculum and the social relations of power, using the Foucauldian notion of governmentality.
|
|
|
|
Adams, S. (2017). Nurse practitioners in rural primary health care in New Zealand : an institutional ethnography. Ph.D. thesis, Massey University, Auckland. Retrieved June 30, 2024, from http://hdl.handle.net/10179/12816
Abstract: Critically examines the work required to establish nurse practitioner (NP) services in rural primary health care in NZ, using the institutional ethnography approach to the inquiry. Explores the work and experiences that nurses undertook to become NPs delivering rural primary health care services. Considers how these were institutionally-shaped and coordinated. Conducts interviews with a total of 13 NPs and four NP candidates.
|
|
|
|
Gagan, M. J., Boyd, M., Wysocki, K., & and Williams, D. J. (2014). The first decade of nurse practitioners in New Zealand: A survey of an evolving practice. JAANP, 26(11). Retrieved June 30, 2024, from http://dx.doi.org/10.1002/2327-6924.12166
Abstract: Provides an overview of the practices and outcomes of nurse practitioners (NP) across a variety of healthcare specialties since NPs were first registered in 2002. Uses the PEPPA model as a guide for the organisation of data, the discussion of findings, and recommendations for the future.
|
|
