|
|
Walker, L. (2019). Do New Zealand's nursing students know how to access health-promotion services and look after their own health? Nursing Praxis in New Zealand, 35(1). Retrieved June 29, 2024, from http://www.nursingpraxis.org
Abstract: Examines nursing students' knowledge about services, their access to facilities and their confidence in referring sources of health promotion to other students. Offers a web-based survey to nursing students at 23 nursing schools providing undergraduate nursing education in NZ. Conducts descriptive statistical analysis and compares groups based on age, year of study and ethnicity, using 2-sample t-tests. Describes the responses regarding service availability, health-promoting aspects of each campus, and confidence in provision of health advice.
|
|
|
|
Robertson, S., & Thompson, S. (2019). Nursing services in student health clinics in New Zealand tertiary education institutes. Nursing Praxis in New Zealand, 35(2). Retrieved June 29, 2024, from www.nursingpraxis.org
Abstract: Discovers which nursing services are available to students in health clinics in NZ tertiary education institutes and how the clinics are structured. Surveys nurses practising in 16 of 22 institutes with student health services, about the types of services offered. Identifies sexual health, mental health and health education as the primary services, with sexual health and mental health the most utilised. Notes the increasing use of student health services by international students.
|
|
|
|
Francis, H., Carryer, J., & Cram, F. (2019). Consulting with Maori experts to ensure mainstream health research is inclusive of Maori. Nursing Praxis in Aotearoa New Zealand, 35(3). Retrieved June 29, 2024, from http://dx.doi.org/10.36951/NgPxNZ.2019.010
Abstract: Advocates for the inclusion of Maori participants in research on long-term conditions (LTC). Presents research with 16 participants, including 6 Maori, into how they managed their conditions, and describes the role of consultation with Maori experts to support the cultural responsiveness of such research.
|
|
|
|
Chalmers, L. (2020). Responding to the State of the World's Nursing 2020 report in Aotearoa New Zealand: Aligning the nursing workforce to universal health coverage and health equity. Nursing Praxis in New Zealand, 36(2). Retrieved June 29, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.007
Abstract: Cites recommendations from the WHO's State of the World's Nursing (SOWN) 2020 report that countries invest in local production of nurses, nursing data and management, nursing leadership, nursing education and the regulation of nurses. Argues that NZ must address inequity in Maori health outcomes through growth of its Maori nursing workforce and Maori nursing leadership capacity and capability.
|
|
|
|
Hunter, K., & Cook, C. (2020). Cultural and clinical practice realities of Maori nurses in Aotearoa New Zealand: The emotional labour of Indigenous nurses. Nursing Praxis in New Zealand, 36(3). Retrieved June 29, 2024, from http://dx.doi.org/https://www.nursingpraxis.org/2020-363-cultural-and-clinical-practice-realities-of-maori-nurses-in-a
Abstract: Examines the tensions for Maori nurses that are involved in the integration of cultural priorities into clinical practice. Conducts semi-structured interviews with 12 Maori RNs and nurse practitioners to determine their professional practice experiences of delivering culturally-responsive care to iwi, hapu and whanau across health-care settings.
|
|
|
|
Neville, S., Montayre, J., Napier, S., Macdiarmid, R., Holroyd, E., Britnell, S., et al. (2021). Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved June 29, 2024, from www.nursingpraxis.org
Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations.
|
|
|
|
Arcus, K. (2020). Editorial: 2020 -- the Year of the Nurse and the coronavirus pandemic. Whitireia Journal of Nursing, Health and Social Services, 27, 7–8.
Abstract: Reflects on how the global nursing response to the pandemic has highlighted the essential clinical skills of nursing as articulated in Tanner's Clinical Judgement Model.
|
|
|
|
Chadwick, A., & Hope, A. (2000). In pursuit of the named nurse. Australasian Journal of Neuroscience, 13(4), 6–9.
Abstract: This paper outlines the project outcomes, benefits, impact and constraints of introducing the named nurse concept to a neuro-services department. The concept of the named nurse was first introduced in the UK, in 1992, with the aim of supporting the partnership in care between the patient and the nurse. The evidence for the effectiveness of introducing the named nurse concept is largely anecdotal. In line with the hospital wide policy of implementing the named nurse concept at Auckland Hospital, a six-month pilot study was undertaken within the Neuro-services Department. The aims of the study were to foster a partnership in care with patients / whanau and the multidisciplinary team, to improve the efficiency and effectiveness of delivery of nursing care, and to contribute to continuous quality improvement. The results highlighted that, in theory, the named nurse concept would be effective in providing quality co-ordinated care, however factors were identified that hindered the effectiveness of its implementation. Therefore, further development of the concept was required.
|
|
|
|
Speed, G. (2003). Advanced nurse practice. Nursing dialogue: A Professional Journal for nurses, 10, 6–12.
Abstract: The concept and characteristics of advanced nursing practice in New Zealand and overseas is compared with the nurse practitioner role. There is an international debate over definitions of advanced nursing and the range of roles that have developed. The rationale for the nurse practitioner role in New Zealand is examined, along with the associated legislation currently before Parliament. Job titles and roles of nurses within the Waikato Hospital intensive care unit are discussed and ways of developing the role of nurse practitioner are presented.
|
|
|
|
Peach, J. (1999). The Professional Development Programme: Achievements and outcomes. Professional Leader, 5(1), 6–9.
Abstract: This article backgrounds the professional development programme instigated at Auckland Hospital in 1988, and reviews the achievements of the past 10 years. It describes PDP and distinguishes it from a clinical career pathway. Specific indicators were used to assess the achievement of the programme, and these are presented. Overall the programme achieved it's outcomes and at a reasonable cost.
|
|
|
|
Dr Jill Clendon and Dr Léonie Walker. (2011). Research Advisory Paper: Highlights of the 2011 Younger Nurse Study. Wellington: NZNO.
Abstract: The NZNO Younger Nurse survey examined the characteristics of younger nurse members of NZNO (aged under 30) in order to identify potential recruitment and retention strategies for these nurses, and provide information on how best to support younger members to become involved in NZNO activities.
The findings indicate that while most younger nurses enjoy their work and find it rewarding, they also face a range of challenges in the workplace due to their age ?including bullying and poor choice of shifts. Many younger nurses do not feel appropriately paid for the work they do and believe there are insufficient nurses to provide safe care. Over 10% of younger nurses are considering leaving the nursing profession. Many younger nurses feel the emotional challenge of nursing was more than they anticipated and that their education did not prepare them well to manage this.
A range of recommendations are made including the need to improve undergraduate curriculum content on managing the emotional challenges of nursing, the need to implement clinical supervision for all nurses but particularly for those under 30, the need to develop and implement activities to address bullying in the workplace, and the need to improve pay progression scales in employment contracts.
Further research is required to explore why there is a discrepancy between female and male nurses?postgraduate qualifications by age, the particular needs of younger Indian and South East Asian nurses, the discrepancy between younger nurses and older nurses perceptions of insufficient nurses, and what type of emotional stress younger nurses find most challenging.
|
|
|
|
Dr Léonie Walker. (2011). Vital Signs: Research Advisory Paper: Highlights of the NZNO Employment Survey, 2011. Wellington: NZNO.
Abstract: This report documents the results of a survey of a random sample of NZNO members.
A 10% sample was drawn by computer from the 45,000 membership, representing nurses and care givers from across New Zealand. Midwives were excluded from the
sample on this occasion.
Issues related to age demographics, low pay, increasing workload, and significant
organisational restructuring continue to contribute to a considerable part of the nursing workforce who will be looking to leave nursing, to nurse overseas, or to retire within the next ten years. These appear to be balanced for now partly by other factors leading to nurses continuing to work long past the normal retirement age.
Changes to the Enrolled Nurse scope of practice (including a drop in employment
opportunities as Enrolled Nurses), difficulties experienced by some newly qualified New Zealand nurses finding suitable employment or supported Nurse Entry to Practice places, and evidence for a drop in the availability of paid access to continuing professional development particularly in the DHB sector, if not addressed urgently, may have longer term implications for the New Zealand nursing workforce and the health service.
Specific issues for nurses under 30 years of age, particularly related to shift work practices and family responsibilities, were explored in more detail in a separate report Young Nurses in Aotearoa New Zealand and specific recommendations made for the long term retention of these skilled and vital health workers.
|
|
|
|
Barton, P., & Wilson, D. (2008). Te Kapunga Putohe (the restless hands) : a Maori centred nursing practice model. Nursing Praxis in New Zealand, 24(2 (Jul)), 6–15.
Abstract: Notes an absence of nursing practice models focussing on the traditional beliefs of Maori amongst nursing literature. Presents Te Kapunga Putohe (the restless hands) model of Maori centred nursing practice. Illustrates how Maori knowledge and nursing knowledge can be incorporated to deliver nursing care that is both culturally appropriate and can improve the nursing experience for Maori clients.
|
|
|
|
Mortensen, A. (2010). Cultural safety : does the theory work in practice for culturally and linguistically diverse groups? Nursing Praxis in New Zealand, 26(3), 6–16.
Abstract: Critically examines the theoretical base of the cultural safety guidelines for nursing practice with respect to culturally and linguistically diverse (CALD) groups. Poses two questions: have the guidelines led to culturally-safe nursing practice in health care for CALD groups; have the guidelines contributed to provision of culturally-acceptable health care for CALD groups?
|
|
|
|
Dallas, J., & Neville, S. (2012). Health education and health screening in a sample of older men : a descriptive survey. Nursing Praxis in New Zealand, 28(1), 6–16.
Abstract: Describes the health education and health screening received by community-dwelling men aged 65 or older. Undertakes a survey of 59 men in Wanganui via a self-administered questionnaire. Investigates the barriers/benefits to healthy living choices.
|
|
