|
Records |
Links |
|
Author |
Adams, Sue; Oster, Sandy; Davis, Josephine |
|
|
Title |
The training and education of nurse practitioners in Aotearoa New Zealand: Time for nationwide refresh [editorial] |
Type |
Journal Article |
|
Year |
2022 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
|
|
Volume |
38 |
Issue |
1 |
Pages |
1-4 |
|
|
Keywords |
Nurse practitioners; Nursing education; Primary health care |
|
|
Abstract |
Argues that the following measures must be taken to ensure the ongoing development and establishment of nurse practitioners (NP) across the health sector: review of NP competencies; support for NPs to undertake the nurse practitioner training programme
(NPTP); formation of nationally-consistent and funded NPTPs; mentoring novice NPs; and a national workforce plan for NPs. |
|
|
Call Number |
NZNO @ research @ |
Serial |
1792 |
|
Permanent link to this record |
|
|
|
|
Author |
Bingham, Helen; Malone, Tara |
|
|
Title |
Developing compassion in nursing students through engaging with a lived experience |
Type |
Journal Article |
|
Year |
2022 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
|
|
|
Volume |
13 |
Issue |
1 |
Pages |
19-25 |
|
|
Keywords |
Compassion; Personal narratives; Mental illness; Addiction; Nursing education |
|
|
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. |
|
|
Call Number |
NZNO @ research @ |
Serial |
1817 |
|
Permanent link to this record |
|
|
|
|
Author |
Wilkinson, Jill |
|
|
Title |
Marking 50 years of nurse education in the tertiary sector |
Type |
Journal Article |
|
Year |
2023 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
|
|
Volume |
39 |
Issue |
1 |
Pages |
|
|
|
Keywords |
Nursing education; Tertiary education |
|
|
Abstract |
Reflects on the past 50 years of nursing education in light of the author's own experience of making the transition from hospital training to polytechnic education and then undertaking an RN to BN programme. Considers the challenges to nurse educators for the future education of nurses. |
|
|
Call Number |
NZNO @ research @ |
Serial |
1828 |
|
Permanent link to this record |
|
|
|
|
Author |
Woods, Heather |
|
|
Title |
Oral history: a rich tapestry of information |
Type |
Journal Article |
|
Year |
2023 |
Publication |
Kaitiaki Nursing Research |
Abbreviated Journal |
|
|
|
Volume |
14 |
Issue |
1 |
Pages |
62-64 |
|
|
Keywords |
Oral history; Interviewing; Oral history collections; Nursing Education and Research Foundation (NERF) |
|
|
Abstract |
Explains oral history, its types and best practice. Introduces the Oral History and Sound Collection at Turnbull Library, focusing on the Nursing Education and Research Foundation (NERF) special collection of oral history interviews with nurses, which arose out of the NERF Oral History Project. Provides examples of three oral history interview records from the collection. |
|
|
Call Number |
NZNO @ research @ |
Serial |
1853 |
|
Permanent link to this record |
|
|
|
|
Author |
Papps, Elaine |
|
|
Title |
Knowledge, power, and nursing education in New Zealand: a critical analysis of the construction of the nursing identity |
Type |
Book Whole |
|
Year |
1998 |
Publication |
|
Abbreviated Journal |
|
|
|
Volume |
|
Issue |
|
Pages |
330 p. |
|
|
Keywords |
Nursing education; Nursing identity; Michel Foucault; Curriculum; Governmentality |
|
|
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. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
330 |
|
Permanent link to this record |
|
|
|
|
Author |
Honey, M. |
|
|
Title |
Teaching and learning with technology as enabler: A case study on flexible learning for postgraduate nurses |
Type |
|
|
Year |
2007 |
Publication |
|
Abbreviated Journal |
|
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Education; Technology; Nursing; Professional development; Teaching methods |
|
|
Abstract |
The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses, are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students' assessed work and interviews with key stakeholders: student, teacher and the organisation. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. The author concludes that flexible learning improved access, choice, and provided an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as, the author suggests, it is at this level where greater change can be made to improve support for flexible learning provision. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
473 |
|
Permanent link to this record |
|
|
|
|
Author |
Haitana, J. |
|
|
Title |
Building relationships: A qualitative descriptive study reflective of the day-to-day experiences of one group of preceptors in a provincial hospital in New Zealand |
Type |
|
|
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Hospitals; Preceptorship; Education; Professional development; Mentoring; Training; Nursing |
|
|
Abstract |
Research suggests that the experience of being a preceptor can be rewarding, but there are challenges which may impact on their ability to fulfil the preceptorship role. In an effort to understand the experiences of being a preceptor and the factors that impact on that role, a qualitative descriptive study was undertaken in a small provincial hospital in New Zealand. A purposeful sample of five registered nurse preceptors completed semi-structured audio-taped interviews. Seven common categories were developed from the data – willingness to engage, building a relationship, letting go, support, workload, students in the clinical setting and making judgements. The author notes that this research has highlighted that preceptors need prior notice that they are going to be having student nurses so that they can be better prepared; preceptors and student nurses also need to be rostered together for the whole placement to allow a one-on-one relationship to develop. Preceptors would benefit from having a lighter workload during the first few days of preceptoring as then they can spend more time teaching the student. Schools of nursing and hospitals also need to have an ongoing collaborative relationship in planning and supporting the preceptorship program; this would further support preceptors in their role. The lecturer from the school of nursing needs to be contactable and available to both the preceptor and the student to clarify any misunderstandings and as a resource should any problems arise. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
476 |
|
Permanent link to this record |
|
|
|
|
Author |
Ramsden, I. |
|
|
Title |
Cultural safety and nursing education in Aotearoa and Te Waipounamu |
Type |
|
|
Year |
2002 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Cultural safety; Maori; Nursing; Education |
|
|
Abstract |
The research on which this thesis is based involves both a private narrative and a public narrative, with the story of cultural safety, and the history, theory and the future direction gathered into one qualitative work. The work is divided into three sections. The first is entitled, Ko Wai Matou? The Private Narrative. This section seeks to explore the historical, social, educational, physical, emotional, political and moral influences and ephiphanies which brought about the personality which introduced cultural safety ideas into nursing and midwifery. Early nursing practice is investigated and examples from practice are used to illustrate learning and consolidation of the ideas which led to Cultural Safety Theory. The second section is entitled He Huarahi Hou: A New Pathway. This section explains the progress of the theory and its relationship to education pedagogy and to nursing practice. Comparison between the work of Madeline Leininger and the Transcultural Theory of Nursing and the New Zealand concept of cultural safety is undertaken. The role and application of the Treaty of Waitangi to the theory of cultural safety is explored in this section. The third section, entitled He Whakawhanuitanga: The Public Narrative, looks at the introduction of cultural safety into the nursing education system and its implementation. The public and media reaction to the inclusion of cultural safety in the national examination for nursing registration and the subsequent parliamentary response are noted. The interviews with nursing and midwifery leadership, Maori and pakeha key players in the process and consumer views of the ideas are documented and pertinent excerpts have been included. The work concludes with a discussion on the likely future of cultural safety as a theory and in practice and outlines several issues which represent a challenge to the viability of the concept in nursing and midwifery education. The author notes that the story of cultural safety is a personal story, but also a very public one. It is set in neo-colonial New Zealand, but has implications for indigenous people throughout the world. It is about human samenesses and human differences, but is also a story about all interactions between nurses and patients because all are power laden. Finally, she points out that, although it is about nursing, it is also relevant to all encounters, all exchanges between health care workers and patients. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
486 |
|
Permanent link to this record |
|
|
|
|
Author |
Findlay, W. |
|
|
Title |
The effect of peer learning and review groups on practice nurses' clinical practice: A mixed method survey |
Type |
|
|
Year |
2006 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Primary health care; Nursing; Education; Clinical supervision |
|
|
Abstract |
The aim of the study was to explore how practice nurses perceive engagement in Peer Learning and Review Groups impacts personally and professionally on their clinical practice. An anonymous self-administered postal questionnaire was completed by 55 practice nurses who attend Peer Learning and Review Groups in the South Island. A mixed method design was utilised to obtain both qualitative and quantitative data. Practice nurses considered group attendance was important for professional development with the majority perceiving that their attendance had a positive effect on their clinical practice. The nurses perceived clear linkages between the significant learning that occurred in the groups and changes in delivery of patient care. Additional benefits included improved collegial relationships, professional awareness and personal growth. The author concludes that, together, these findings underline the importance of Peer Learning and Review Groups as an effective tool for ongoing personal and professional development within nursing. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
490 |
|
Permanent link to this record |
|
|
|
|
Author |
Stewart, A.; Thompson, R. |
|
|
Title |
Exploring critical thinking: In conversation with a graduate |
Type |
Book Chapter |
|
Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 9-26) |
Abbreviated Journal |
|
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Critical thinking; Nursing; Education; Students |
|
|
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. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
495 |
|
Permanent link to this record |
|
|
|
|
Author |
Lesa, R. |
|
|
Title |
Advanced physical assessment skills: Factors that influence registered nurses' use of skills in the clinical setting, on completion of an advanced health assessment course |
Type |
|
|
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Nursing; Primary health care; Nursing specialties; Education |
|
|
Abstract |
Traditionally the use of advanced physical assessment skills when assessing a patient or client has been the domain of the medical profession. The last few decades has seen many changes in health provision that have influenced nursing practice, as a result of the social and economic trends impacting on New Zealand society. A notable change in nursing practice has been an increased emphasis on the use of advanced physical assessment skills by registered nurses, as an expected part of the registered nurse's health assessment. Nurses in the United States, and more recently Canada and Australia, readily include these skills as an expansion of their health assessment into their nursing practice. The purpose of this research is to investigate whether New Zealand registered nurses have done the same. The factors that influence the registered nurses' use of these skills are also explored. This descriptive design was chosen in order to focus on exploring and describing this phenomenon in a holistic fashion. Data collection involved one hour semi- structured interviews with seven participants who all completed the same postgraduate advanced health assessment educational course. Three themes were identified as influencing the use of advanced physical assessment skills; the registered nurse's work environment, the registered nurse's attributes and the registered nurse's original nursing education. The findings from this research have implications for nurses in practice and nurse educators, in both undergraduate and postgraduate education. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
498 |
|
Permanent link to this record |
|
|
|
|
Author |
Stewart, C.M. |
|
|
Title |
“Caring as the heart of nursing education” |
Type |
|
|
Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Education; Nursing; Nurse-patient relations |
|
|
Abstract |
Literature and discussion on the role of caring theory in nursing has been in evidence for at least the past 30 years. Many nursing theorists have identified caring as the heart of nursing. Nursing is a profession involved and concerned with relationships. These relationships begin in the schools of nursing, and are continued into the clinical practice setting. Curriculum development is focused on ensuring nurses are prepared for the real world of practice. It is the author's belief, that nurses who receive their education in an environment where caring is modelled and evidenced throughout the curriculum, become nurses who continue to practice in a caring way. This dissertation will demonstrate that Swanson's (1991) five caring processes provide a framework to evidence caring practice within a nursing curriculum. The author believes this topic needs to be discussed as schools of nursing continue to review their curricula to prepare nurses for an ever changing and challenging health environment. This dissertation explores the question, 'If caring is at the heart of the profession of nursing, is it also at the heart of nursing education?' The author's objective is to inform the reader, and perhaps encourage educators to be courageous in the demonstration of caring practice, and in the development of caring curricula. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
499 |
|
Permanent link to this record |
|
|
|
|
Author |
Skally, M.H. |
|
|
Title |
An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses |
Type |
|
|
Year |
2007 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Education; Nursing |
|
|
Abstract |
Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was the author's assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
500 |
|
Permanent link to this record |
|
|
|
|
Author |
Conroy, E. |
|
|
Title |
Nursing informatics in New Zealand: Evolving towards extinction? |
Type |
|
|
Year |
2000 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Informatics; Technology; Education; Nursing |
|
|
Abstract |
This project undertakes a critique and review of a decade (1990-2000) of available New Zealand literature to reveal the current state of nursing informatics utilisation in nursing practice. Since the early 1990s, nurses from diploma and baccalaureate nursing programs have been graduating with knowledge and skills in nursing informatics. Yet, when scrutinising the two main nursing publications for New Zealand, the author found scant publication of articles that pertain to this topic area of nursing. Competencies as product of the 1989 Guidelines for Teaching Nursing Informatics are a key consideration in this discussion, including ways in which the articles may reflect the content or intent of the Nursing Informatics curriculum as prescribed in these guidelines. This commentary discusses how nursing informatics has evolved in New Zealand nursing practice, situating its growth, or lack of, in the context of concurrent sociopolitical influences as well as conditions created by national and international nursing trends. Several recommendations are discussed to guide the future direction of nursing informatics for nursing education and practice in New Zealand. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
501 |
|
Permanent link to this record |
|
|
|
|
Author |
Hickson, E.K. |
|
|
Title |
Developing clinical learning environment evaluation tools using an action research methodology |
Type |
|
|
Year |
2006 |
Publication |
|
Abbreviated Journal |
|
|
|
Volume |
|
Issue |
|
Pages |
|
|
|
Keywords |
Education; Nursing; Teaching methods; Evaluation |
|
|
Abstract |
The author notes that learning nurses require real clinical experiences in order to apply learnt theory to actual practice. Clinical learning environments have consistently been found to function variably and sub-optimally for both learners and teachers. In order to improve the quality of the clinical learning environment it is necessary to first evaluate how effectively a clinical learning environment is functioning. A number of different methodologies have been used to evaluate clinical learning environments, a recent and successful method being the use of questionnaires or clinical learning environment evaluation tools. The objective of the present study was to develop clinical learning environment evaluation tools for use in a New Zealand hospital health service. Four tools appropriate to evaluate the clinical learning environment from the different perspectives of any type of clinical learner, clinical teacher, clinical manager and programme co-ordinator or nurse lecturer were developed. Six newly graduated nurses, three senior nurses, and the researcher were involved in the development of the evaluation tools over a five month period. A participatory action research methodology was employed. The resultant tools had a unique local focus and were suitably similar to other internationally developed tools. After testing the clinical learning environment evaluation tools, it is hoped that the implementation of the tools will support all stakeholders to understand and consequently optimise the functionality of their clinical learning environment. |
|
|
Call Number |
NRSNZNO @ research @ |
Serial |
504 |
|
Permanent link to this record |