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Lilley, S. (2006). Experiences of mentoring in primary health care settings: Registered nurses' and students' perspectives. Ph.D. thesis, , .
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Vallant, S. R. (2004). Dialogue and monologue: The relationship between student nurse and nurse clinician: The impact on student learning. Ph.D. thesis, , .
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Johns, S. (2004). Being constrained and enabled: A study of pre-registration nursing students ethical practice. Ph.D. thesis, , .
Abstract: This study uncovers the experience of being ethical from the perspective of pre-registration nursing students. Using the qualitative methodology of phenomenology, specifically that outlined by van Manen, it seeks to show how students act ethically within everyday practice. Providing nursing care is an ethically charged undertaking and despite ethics taking an increasingly important place in nursing education, the author suggests that few studies show the contextual nature of ethical practice from the perspective of students. This study aims to partly redress this situation. In this study the author has interpreted the experiences of twelve pre-registration students. Using seventeen stories shared by the student participants, the author's personal understandings and literature, the meaning of being ethical has been illuminated. Three themes emerged from the interpretation. These include 'keeping things 'nice'', 'being true to yourself' and 'being present'. This thesis asserts that the overarching theme within these themes is that of 'being constrained and enabled'. Being constrained shows the experiences of students as they live through the tensions of being and doing as they strive to be ethical. Being enabled shows the experience of self-determination. Finally the study maintains that the shaping of ethical practice for undergraduate students may be enhanced when their reality is positioned and valued within educational processes.
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Stewart, L. (2004). Stories from Pacific Island nurses: Why do Pacific Island Bachelor of Nursing students not return to their own countries after being scholarship recipients? Ph.D. thesis, , .
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Dewes, C. A. (2006). Perceptions and expectations of a kaiawhina role. Ph.D. thesis, , .
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Scott, W. (2006). Listen to the beat of my heart: The lived experience of panic attack in undergraduate nursing students: An interpretive inquiry. Ph.D. thesis, , .
Abstract: This interpretive inquiry explores the lived experience of 3 undergraduate nursing students and one midwifery student who have panic attacks. The aim of the research is to give voice to these students and to raise awareness among nurse educators about the impact that panic attacks may have for them. The research question asks, “what is the lived experience of panic attack in undergraduate nursing students?” A semi structured interview was conducted with each student in order to gain significant data. The research identified four key themes implicit to the lived experience of panic attack analysis: Listen to the beat of my heart (embodiedness), fearfulness, shamefulness, and holding one's own (coping). The findings suggest that the lived experience of panic attack is embedded in the lifeworld of lived body, lived time, lived relation, and lived space. Panic attack affects students physically and emotionally and interpersonally. The significant finding is that nurse educators need be aware of the coping or non-coping strategies used by students and, most importantly, recognise the impact that panic attacks have on their study.
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Vernon, R. A. (2003). Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning: An evaluation research study. Ph.D. thesis, , .
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Haggerty, C. (2000). Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice. Ph.D. thesis, , .
Abstract: This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation.
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Stewart, A., & Thompson, R. (2005). Exploring critical thinking: In conversation with a graduate. In J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 9-26). Dunedin: Otago Polytechnic.
Abstract: This report presents selected aspects of an inquiry based on a conversation with Raeleen, a graduate of a post-graduate nursing programme. Raeleen talks about her experience of critical thinking during her post-graduate studies. The authors suggest that, through this conversation, it is possible to explore the nature of critical thinking and examine the important roles teachers can play in facilitating its development. Includes discussion questions prepared by Rebecca Hennephof that consider the relevance and impact of critical thinking on nursing practice.
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Lesa, R. (2019). The contribution of simulation in the development of clinical judgement: Students' perspectives. Doctoral thesis, University of Otago, Dunedin. Retrieved July 2, 2024, from http://hdl.handle.net/10523/9348
Abstract: Conducts an exploratory case study investigating the experiences of third-year undergraduate nursing students in simulations, collecting stories about their experiences in the clinical environment, and highlighting the potential use of simulation as an alternate learning environment to foster the development of clinical judgement in nursing students. Considers two research questions: how do nursing students experience simulation as an environment for learning, and how do nursing students' learning experiences in simulation and clinical practice influence their development of clinical judgement skills? Conducts one-to-one interviews and observes simulations in the course of an exploratory case study.
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Crawley, J. (2007). Tales full of treasure: Children's picture books as flexible learning tools for tertiary students. Free to download, registration required, 1, 16–23.
Abstract: The author describes the use of children's picture books as a flexible learning resource within the undergraduate nursing programme at Otago Polytechnic. This technique is demonstrated by the use of the book 'Mummy Laid An Egg', by Babette Cole, to explore the concept of sexuality with first year nursing students.
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Sims, D. A. (2004). The benefits and challenges of one New Zealand nursing undergraduate clinical education model: A case study. Ph.D. thesis, , .
Abstract: This research project utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The tertiary education provider contracts the health provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation's contractual obligations. Data were gathered from two ward managers using semi-structured interviews. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was 'there' for a student as a student's preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student's preceptor if the student's preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents are also discussed.
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Best, G. A. (2004). Being pruned: Student nurses experience of being shaped in clinical practice by lecturers. Ph.D. thesis, , .
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Lewis-Clarke, G. M. E. (2007). Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education.
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Feather, A. (2007). What is so hard about a drug calculation? An exploration into my experience of teaching the competency of drug dosage calculation to the undergraduate nursing student. Ph.D. thesis, , .
Abstract: This dissertation was written to promote the author's understanding of the development of drug calculation competency in the undergraduate student nurse. It explores and critiques the literature surrounding the topic and examines the differing teaching methods that are currently used to promote this competency. Findings from the literature were compared to her experience of teaching drug dosage calculation competency to second year undergraduate nursing degree students. This dissertation suggests that drug dosage calculation may be an ongoing problem for nursing students not only during their course of study but also post registration. It appears that age and educational background may be factors in determining whether or not the student will truly master the concept. Although highly debated, it does appear that the use of a calculator assisted the nursing students within the author's class with their arithmetic operation. However, problems associated with conceptual understanding remain notable. The recommendations from this dissertation include the use of varied methods of instruction, integration of both the theory and practical components and the possible use of the dimensional analysis method in the teaching of drug dosage calculation. The author suggests that further research is required both locally within the School of Nursing where she is employed and nationally to fully examine the extent of this issue. Research which is not only focused on the student's calculation ability and its progression over the course of their study but which also allows the School to collate data on age, educational background, culture and learning style would allow lecturers to gain greater insight into student competency, progress and learning needs. She goes on to say that the continued ongoing exploration of her own practice utilising action research is also required as this would assist her in meeting the needs of students and lead to an overall improvement in her practice.
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