| |
Records |
Links |
|
Author |
Dobson, J. |
|
| |
Title |
Nurses' experiences of parental informed consent in the neonatal intensive care unit |
Type |
|
| |
Year |
2004 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
|
| |
Volume |
|
Issue  |
|
Pages |
|
|
| |
Keywords |
Neonatal nursing; Parents and caregivers |
|
| |
Abstract |
The Guthrie Test has become the standard screening test for early detection of congenital metabolic disorders for newborn babies in New Zealand and is an accepted part of neonatal care. In neonatal care, decisions are made on behalf of babies usually by their parents and, for the Guthrie Test there is a requirement that health professionals obtain informed consent. This qualitative research utilised focus group methodology to discover what neonatal nurses in clinical practice consider when obtaining informed consent from parents for newborn screening, the Guthrie Test. The convenience sample consisted of seven registered nurses who volunteered to participate in the study. They all practice in the Neonatal Intensive Care Unit at Dunedin Public Hospital that provides Level 3 intensive care to neonates in the Otago/Southland regions. There are proven benefits of the current newborn screening programme and in the experience of this focus group not many parents choose to refuse. These neonatal nurses identified the rights of parents to have that choice and to make an informed decision. The findings from this research indicate the importance neonatal nurses place on patients' rights and the information provided to ensure that their rights are respected. However, the results indicated that there is a need for clarification of the purpose and process of informed consent for the Guthrie Test in the Neonatal Intensive Care Unit. Therefore providing sufficient, relevant information at an appropriate time and manner is considered necessary. The findings will be used to inform discussion related to the provision of best practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
921 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Naidu, A. |
|
| |
Title |
Is scholarship an integral component of advanced nursing practice? |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
|
| |
Volume |
14 |
Issue |
|
Pages |
50-53 |
|
| |
Keywords |
Advanced nursing practice; Professional development |
|
| |
Abstract |
This article defines scholarship and how it links to nursing. It explores how nurses perceive scholarship and how it can enhance their practice. While agreeing that scholarship plays a vital role in the image of nursing as a professional practice, the article's main focus is on scholarship as an integral component of advanced nursing practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1035 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Arcus, K.J.; Wilson, D. |
|
| |
Title |
Choosing Whitireia as a political act: Celebrating 20 years of a nurse education at Whitireia Community Polytechnic 1986-2006 |
Type |
Journal Article |
| |
Year |
2006 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
|
| |
Volume |
13 |
Issue |
|
Pages |
12-24 |
|
| |
Keywords |
Cultural safety; Curriculum; Nursing; Education |
|
| |
Abstract |
In 2006, Whitireia Community Polytechnic celebrates 20 years of tertiary education. Nursing was one of the first courses to start at the new Parumoana Community College in February 1986. Oral histories, gathered from the women who have been the leaders of the undergraduate nursing programme throughout these two decades, form the basis of this article. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1038 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Garrod, A. |
|
| |
Title |
Cultural safety: Living with disability |
Type |
Journal Article |
| |
Year |
2002 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
|
| |
Volume |
9 |
Issue |
|
Pages |
14-19 |
|
| |
Keywords |
Cultural safety; People with disabilities; Nursing models |
|
| |
Abstract |
This article outlines some of the health experiences and concerns of people with physical and/or mental disabilities. These experiences and concerns are explored within the context of the practice of cultural safety. In 1996, the Nursing Council of New Zealand adopted its definition of cultural safety and defines 'culture', in the context of 'cultural safety', as involving all people who are not part of the culture of nursing. Each person with a disability is unique, and they may also be part of a larger disability culture, which has its own shared experiences, values, beliefs and lifestyles. People with disabilities are also a minority within the population. Therefore, any power they might have within their own culture is minimal, compared to the advantages enjoyed by the rest of the population. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1082 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Speed, G. |
|
| |
Title |
Advanced nurse practice |
Type |
Journal Article |
| |
Year |
2003 |
Publication |
Nursing dialogue: A Professional Journal for nurses |
Abbreviated Journal |
|
|
| |
Volume |
10 |
Issue |
|
Pages |
6-12 |
|
| |
Keywords |
Nurse practitioners; Cross-cultural comparison; Law and legislation; Advanced nursing practice |
|
| |
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. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1096 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Davenport, F.A. |
|
| |
Title |
Dying to know: A qualitative study exploring nurses' education in caring for the dying |
Type |
|
| |
Year |
2004 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Terminal care |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1111 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Doughty, L. |
|
| |
Title |
Evaluation of the 2002 Auckland District Health Board: First year of clinical practice programme |
Type |
|
| |
Year |
2004 |
Publication |
|
Abbreviated Journal |
University of Auckland Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Clinical supervision; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1113 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Beveridge, S. |
|
| |
Title |
The development of critical thinking: A roller coaster ride for student and teacher in nursing education |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
University of Waikato Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Critical thinking |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1115 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Hardcastle, J. |
|
| |
Title |
What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Intensive care nursing; Nursing; Education |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1116 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Grant-Mackie, D. |
|
| |
Title |
A literature review of competence in relation to speciality nursing |
Type |
|
| |
Year |
2000 |
Publication |
|
Abbreviated Journal |
University of Otago Library, NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Paediatric nursing; Nursing specialties; Professional competence; Nursing; Education |
|
| |
Abstract |
The original aim of the study was to find out through a questionnaire what child health/paediatric nurses in New Zealand/Aotearoa saw as their needs for post-registration education. Nurses were completing courses in the United Kingdom and returning to New Zealand/Aotearoa and realising that their nursing capabilities had improved. They became senior nurses with education responsibilities and exhibited political leadership among their colleagues in the field of child health/paediatric nursing. They were becoming increasingly concerned at the lack of any clinical courses in the specialty of child health/paediatric nursing to promote an appropriate standard of practice. It was intended that a research project about post-registration child health/paediatric education would assist concerned nurses to develop a programme. The time needed for such a project did not fit with a limited research paper. It was decided to reduce the project to a review of the literature on competence in nursing, with some comment on the specialty of child health/paediatric nursing. In order for nurses to find what they need to learn and know, an understanding of competence in nursing practice is required. Competence is defined as the ability of the nurse to carry out specific work in a designated area at a predetermined standard. Issues around competence, defining a scope of practice, development and assessment of competence, and regulation of nursing, are part of the context in which accountability for the practice of nurses sits. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1123 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Boyd, L. |
|
| |
Title |
“It could have just as easily been me”: Nurses working in mental health services who have experienced mental illness |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Mental health; Occupational health and safety |
|
| |
Abstract |
This research explores the issues and experiences of mental health nurses who experience or have experienced mental illness. This project was prompted by the author's concern for colleagues and friends in this situation. The research topic was approached using a mix of critical ethnography and action research principles. Five mental health nurses who all work for the same district health board were interviewed about their experiences of being mental health professionals with mental illness and the issues that arose from this. The themes that emerged from this research are: the reactions of nurse colleagues, the effects on participants' own mental health treatment, employer responses, professional experiences and issues and strategies for coping. Discussion and recommendations focus on the need for improvements to the responses that mental health nurses with experience of mental illness encounter in their workplace. Recommendations from this research encompass suggestions for both individual and organisational education, action and change. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1127 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Spence, D.; Anderson, M. |
|
| |
Title |
Implementing a prescribing practicum within a Masters programme in advanced nursing practice. A pilot study |
Type |
Report |
| |
Year |
2006 |
Publication |
|
Abbreviated Journal |
NZNO theses and research material webpage |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Prescription authority; Nursing; Education; Students; Advanced nursing practice |
|
| |
Abstract |
This report presents the findings and recommendations derived from a collaborative action research pilot project undertaken alongside the implementation of two nurse prescribing practicum courses. The students, teachers and supervisors participating in year long Masters' level prescribing practica at Auckland University of Technology (AUT) and Eastern Institute of Technology (EIT) were interviewed about their perceptions, concerns and actions relating the first time implementation of their respective practicum papers. Research findings suggest that the practicum implementation has been successful overall, however there is a need to refine delivery, and to review current funding arrangements. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1136 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wepa, D. |
|
| |
Title |
An exploration of the experiences of cultural safety educators |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
Held in NZNO Library thesis collection |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Cultural safety; Nursing; Education; Teaching methods |
|
| |
Abstract |
This thesis is a study of the experiences of four cultural safety lecturers in nursing education in Aotearoa / New Zealand. A review of literature reveals the recent and turbulent evolution of cultural safety. The media which documented this journey in a negative light in the 1990s prompted ministerial inquiries and the publication of the Nursing Council of New Zealand's guidelines for cultural safety in nursing and midwifery education (1996). Action research methods enabled the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action and reflecting. The findings of the research revealed that the participants not only coped with every day stressors of teaching but they were also required to formulate knowledge of cultural safety. For the Maori participants their stress was confounded with recruiting and retaining Maori students and macro issues such as commitments to iwi. Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that it was organisational in nature and out of their immediate control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations have been made which focus on supporting cultural safety educators to dialogue on a regular basis through attendance at related hui; the introduction of nurse educator programmes; paid leave provisions for cultural safety educators to conduct and publish research so that a body of knowledge can be developed; and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burn out. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1137 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilson, D.S. |
|
| |
Title |
Transforming nursing education: A legitimacy of difference |
Type |
|
| |
Year |
2001 |
Publication |
|
Abbreviated Journal |
UC Research Repository |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Teaching methods; Curriculum; Feminist critique |
|
| |
Abstract |
In 1973, two trial pre-registration nursing education programmes were piloted in New Zealand polytechnics. These represented an alternative to traditional hospital-sited schools of nursing. The establishment of nursing education in the tertiary sector marked a radical challenge to the cultural heritage of apprenticeship-style nursing training associated with paternal and medically-dominated health institutions. This thesis offers a Foucauldian and feminist poststructuralist analysis of discourses employed by fifteen senior nursing educators in the comprehensive registration programmes between 1973 and 1992. The women employed to teach in the comprehensive programmes faced unique challenges in establishing departments of nursing, in developing curricula that would promote a reorientation of nursing and in supporting candidates to attain their nursing registration. Through semi-structured interviews and discourse analysis methods, a set of unique characteristics shared by this group of early leading comprehensive nursing educators has emerged. The women's narratives were underpinned by discourses that centre around the valuing of education as a vehicle for emancipation and an upholding of a legitimacy of difference in nursing educators' work. The participants upheld the importance of clinical practice skills and drew on their own student nursing experiences as incentives for reforming nursing education. These nursing educators conceptualised an idealised type of graduate, and commonly employed an heroic metaphor to describe their experiences as senior comprehensive educators. Their engagement with such discourses and their shared characteristics demonstrate unique re-constitutions of power, knowledge and relations with their colleagues and clients throughout the education and health care sectors. The author proposes that these traits characterise the women as strategic and astute professionals who successfully negotiated the construction of comprehensive nursing programmes as a legitimate and transformative preparation for nursing registration. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1139 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Woods, M. |
|
| |
Title |
Parental resistance. Mobile and transitory discourses: A discursive analysis of parental resistance towards medical treatment for a seriously ill child |
Type |
|
| |
Year |
2008 |
Publication |
|
Abbreviated Journal |
NZNO Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nurse-family relations; Parents and caregivers; Pacific peoples; Communication; Children; Chronically ill |
|
| |
Abstract |
This qualitative thesis uses discourse analysis to examine parental resistance towards medical treatment of critically ill children. It is an investigation of the 'mobile and transitory' discourses at play in instances of resistance between parents, physicians and nurses within health care institutions, and an examination of the consequences of resistance through providing alternative ways of perceiving and therefore understanding these disagreements. The philosophical perspectives, methodology and methods used in this thesis are underpinned by selected ideas taken from the works of Michel Foucault and Pierre Bourdieu and supported by relevant literature in the fields of media, law, children, parenting, caring, serious childhood illness, medicine and nursing. It is argued that from an examination of interview based texts, parental resistance is an omnipresent but transitory occurrence that affects many of the interactions between the parents of seriously ill children and clinical staff. It is maintained that within these interactions, the seeds of this resistance are sown in both critical decision making situations and in everyday occurrences between doctors, nurses and parents within healthcare institutions. Contributing factors to parental resistance include the use of power games by staff, the language of medicine, forms of symbolic violence, the presence or absence of trust between parents and medical staff, the effects of medical habitus, and challenges to the parental role and identity. Overall, it is proposed in this thesis that parents who resist treatment for their seriously ill child are not exceptions to the normative patient-physician relationship. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1140 |
|
| Permanent link to this record |
