| Records |
| Author |
McLoughlin, N. |
| Title |
Dying to know: Advancing palliative care nursing competence with education in elderly health settings |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
|
Issue  |
|
Pages |
|
| Keywords |
Professional development; Nursing specialties; Palliative care; Nursing; Education |
| Abstract |
This paper explores the benefits of using education as one means to advance palliative care competence for nurses. A literature search was conducted revealing numerous educational initiatives and approaches have been developed to improve palliative care. Benefits include improved nursing knowledge, confidence and competence which directly correlate with improved patient outcomes. Accompanying the shift of palliative care from hospices to varied health care providers globally, are disparities in care provision. The literature suggests that reasons for such disparities include insufficient specialised palliative care knowledge and skills of nurses to effectively deliver this care within generalist health settings and lack of information for caregivers. In response, approaches aimed at improving palliative care include reviewing, redefining and implementing nursing roles, education courses, and theoretical frameworks to inform practice and improve outcomes. This paper focuses on the benefits of offering tailored palliative care education in work settings to improve patient care. One entrepreneurial education initiative aimed at advancing palliative nursing and which is currently being implemented in aged care contexts is shared. Careful strategic planning and working more collaboratively between all stakeholders, is strongly recommended in order to manage current and future challenges. Advancing palliative nursing care using appropriate education is achievable and beneficial but is fraught with complexities. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1190 |
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| Author |
Holloway, K. T.; Pearson, J.R. |
| Title |
Trailblazers: Primary health care programme evaluation |
Type |
Conference Article |
| Year |
2005 |
Publication |
|
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume |
Paper presented June 2004 at Royal New Zealand Plu |
Issue |
|
Pages |
|
| Keywords |
New graduate nurses; Primary health care; Evaluation research; Professional development |
| Abstract |
This report is an evaluation of the academic journey undertaken by a group of newly graduated nurses who were sponsored by a New Zealand district health board to work in a variety of primary health care nursing settings. The impetus for this pilot employment option was the Ministry of Health's focus on primary health care nursing and workforce development for this sector and the Expert Advisory Committee for primary health care nursing's recommendations to district health boards regarding employment of graduate nurses and support for them to engage in post graduate study. Evaluation participants were primarily the graduate nurses who were interviewed at the end of their first year of practice which was following programme completion then again nine to ten months later. Findings include the nurses reflections on what supported them and what acted to impede as barriers to their learning success and practice development. The report concludes with five recommendations that can be used to ensure that the travels of future newly graduated nurses taking this pathway are supported, safe and successful. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1200 |
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| Author |
Clunie, S. |
| Title |
The current trend and importance of postgraduate education for nurses |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nursing Journal Northland Polytechnic |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume |
10 |
Issue |
|
Pages |
18-23 |
| Keywords |
Nursing; Education; Professional development; Leadership; Policy |
| Abstract |
The purpose of this essay is to examine why postgraduate education has become so important, to examine some of the issues around mandatory continuing education and the practical effect of this on a nursing career. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition programmes is discussed along with the need for strong nursing leadership. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1207 |
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| Author |
Brinkman, A.; Wilson-Salt, R.; Walker, L. |
| Title |
Education survey report: Implications for practice |
Type |
Report |
| Year |
2008 |
Publication |
|
Abbreviated Journal |
http://www.nzno.org.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Professional development; Professional Competence; Nursing |
| Abstract |
Professional development is an ongoing requirement of nurses as a result of the Health Practitioners Competence Assurance Act. The Act?s principal purpose is to protect the health and safety of the public by ensuring health practitioners are fit and competent to practise. This survey was designed to explore the avenues nurses have taken, and would prefer to take, for their professional development. The questionnaire was sent to a random sample of the New Zealand Nurses Organisation's registered and enrolled nurse members. Nurses overwhelmingly favoured professional development in the workplace. More than half the respondents reported a conflict with other time commitments, while a number of respondents wrote of their desire for work-life balance. The cost of fees, ability to take time off work, and time and travelling distance were all hurdles to professional development. Nurses cited information technology, conflict resolution, managing challenging behaviour, and dealing with rostered & rotating shifts as aspects of their current work for which their nursing education (pre and post) had not adequately prepared them. Nurses also indicated that their pre-registration education in health systems and political processes was inadequate for their current work. As nurses aged, their interest in professional development increased, though many still preferred workplace options. The authors conclude that, in order for professional development opportunities to be accessible and relevant, resources and time must be made available. This is vital to achieve ongoing education of nurses and improved patient outcomes. Management support, combined with effective assessment of learning needs guiding professional development opportunities, are fundamental to ensuring nurse competence. |
| Call Number |
NZNO @ research @ |
Serial |
1329 |
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| Author |
Miller, Jodi Shirlene |
| Title |
Workplace learning: exploring the context and culture in New Zealand |
Type |
Book Whole |
| Year |
2013 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
234 p. |
| Keywords |
Workplace learning; Post-registration education; Postgraduate education; Professional development; Learning culture; Critical reflection; Mentoring |
| Abstract |
Explores the rationale underpinning the development of education programmes within urban district hospitals throughout the country, and ascertains how these workplaces develop education programmes, given that the majority of nurses in New Zealand have identified that they prefer to participate in workplace-based professional development. Cites a clear requirement to foster learning during a nurse's development post-registration, while considering how prepared nurse educators were to fulfil their roles as lifelong learning facilitators and mentors. Utilises the perspective of nurse educators employed in District Health Boards (DHBs) geographically isolated from universities providing post-registration learning. |
| Call Number |
NZNO @ research @ |
Serial |
1566 |
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| Author |
Houston, Gail |
| Title |
The impacts for the registered nurses of the New Entry to Specialty Practice Mental Health and Addiction Nursing Programme, of the programme, on their personal and professional development |
Type |
Book Whole |
| Year |
2018 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
123 p. |
| Keywords |
Mental health nursing; Addicition nursing; Nursing education; Registered nurses; Professional development; Nurse Entry to Specialty Practice (NESP) |
| Abstract |
Explores the impact on nurses three to six years after completion of the New Entry to Specialty Practice (NESP) Programme. Thematically analyses in-depth, semi-structured interviews to identify the aspects of personal and professional development affected by the programme, using a qualitative descriptive approach. Focuses on four key themes: well set up; thinking differently; inter-connectedness; and reciprocation. |
| Call Number |
NZNO @ research @ |
Serial |
1641 |
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| Author |
Hawes, Philip C. |
| Title |
What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety? |
Type |
Book Whole |
| Year |
2016 |
Publication |
|
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
131 p. |
| Keywords |
Patient safety; Clinical risk; Graduate nurses; Professional development; Surveys |
| Abstract |
Interviews 9 nurses in their first year of clinical practice to investigate how newly-qualified nurses recognise and develop those skills relating to clinical risk and patient safety. Identifies workplace culture, clinical role models, exposure to the clinical environment, experiential learning, narrative sharing, debriefing and simulation as contributing to learning and understanding clinical risk and safe patient care. Considers strategies to facilitate professional development. |
| Call Number |
NZNO @ research @ |
Serial |
1696 |
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| Author |
Quiding, Janine |
| Title |
Improving assessment inter-rater reliability of a nursing ePortfolio: An Integrative Review |
Type |
Book Whole |
| Year |
2021 |
Publication |
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Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
66 p. |
| Keywords |
ePortfolios; Professional Development and Recognition Programmes (PDRP); Nursing assessment |
| Abstract |
Analyses 13 articles using an integrative review methodology framework and thematic analysis to support the data analysis process, seeking to clarify the inter-rater reliability of nursing ePortfolio assessment. Identifies two themes emerging from the data: the subjective nature of the assessor, and external factors due to the nature of nursing portfolio requirements. Considers how to minimise assessment variability due to subjective factors. |
| Call Number |
NZNO @ research @ |
Serial |
1749 |
| Permanent link to this record |
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| Author |
Perkins, Zoe |
| Title |
The experiences of nurse managers navigating between two conceptual models of leadership in Aotearoa New Zealand |
Type |
Book Whole |
| Year |
2020 |
Publication |
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Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
95 p. |
| Keywords |
Leadership; Nurse managers; Professional Practice Model; Generic Management Model; Professional development |
| Abstract |
Confronts the inherent conflict for nurse managers (NM) in the dual nature of their leadership role, the Professional Practice Model (PPM) and the Generic Management Model (GMM). Examines the challenges for NMs in trying to balance the conflicting requirements of their roles. Surveys five NMs about their main challenges: role confusion, expectations, support, and professional development. Contributes to the ongoing evolution of the NM role. |
| Call Number |
NZNO @ research @ |
Serial |
1765 |
| Permanent link to this record |
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| Author |
Heath, S.; Clendon, S.; Hunter, R. |
| Title |
Fit for educational purpose? : the findings of a mixed methods study of nurses' decisions to participate in professional development and recognition programmes |
Type |
Journal Article |
| Year |
2020 |
Publication |
SCOPE (Health and Wellbeing) |
Abbreviated Journal |
|
| Volume |
5 |
Issue |
|
Pages |
50-59 |
| Keywords |
Professional Development and Recognition Programmes (PDRP); Nursing education |
| Abstract |
Reports findings from a mixed-methods study that examined nurses' decisions to participate in a PDRP. Considers the obstacles nurses face when making the decision to submit a portfolio and asks whether PDRP is still fit for purpose. |
| Call Number |
NZNO @ research @ |
Serial |
1775 |
| Permanent link to this record |
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| Author |
Turner, R.S. |
| Title |
Preceptorship in nursing: Preceptors' and preceptees' experiences of working in partnership |
Type |
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| Year |
2007 |
Publication |
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Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
New graduate nurses; Preceptorship; Training; Professional development; Mentoring |
| Abstract |
This research is about preceptorship in nursing. There is considerable emphasis placed on health care organisations to support newly appointed graduate nurses, and preceptorship is a recommended model. Despite this emphasis, the author suggests that little is known about how preceptorship partnerships work in practice. The primary focus of this exploratory descriptive qualitative study was to explore the perspectives that preceptors and preceptees, who had worked in partnership, had about how they established and sustained their respective roles. Three sets of registered nurses who had recently completed a preceptorship experience were interviewed about their partnership. Content and thematic analysis of this descriptive data revealed four main themes. The preceptorship relationship grows out of respect for each another and develops as a result of honest and open communication. Preceptees who have an initial positive experience into their new work area settle quickly and efficiently into their new role. Preceptees appreciate preceptors who are welcoming, supportive and willing to undertake the role, while preceptors are happy to undertake the role if the graduate displays an interest in learning and are willing to be guided. The preceptee learns what it means to be a registered nurse in the particular working context, while the preceptor learns how to support learning processes and evidence-based practices. The author goes on to say that further exploration and investigation of these themes and of the relationships that evolve during preceptorship partnerships is needed. By understanding these findings, organisations can prepare both the preceptor and preceptee as they begin to undertake their role to ensure future partnerships will be successful. |
| Call Number |
NRSNZNO @ research @ 491 |
Serial |
477 |
| Permanent link to this record |
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| Author |
Grainger, J. |
| Title |
Mind shift: Creating change through narrative learning cycles: A qualitative interpretive study of clinical conversation as an appraisal process for sexual and reproductive health nurses |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Sexual and reproductive health; Nursing; Professional development |
| Abstract |
This thesis explores the process of an annual appraisal strategy, 'clinical conversation', from the perspective of seven nurses who were assessed using this technique. The findings demonstrate that clinical conversation is a strategy which facilitates reflection, both as a solitary exercise and with others, to ensure that learning from experience is optimised. The research used a qualitative interpretive approach informed by the model of Grounded Theory espoused by Strauss and Corbin. All eight nurses who were assessed using the clinical conversation strategy were advanced practitioners working within the scope of sexual and reproductive health. Two of the actual appraisals were observed and seven of the nurses were interviewed within eight weeks of being assessed. The outcome of the clinical conversation was primarily one of learning; the acquisition of new insights into self as practitioner. The learning was facilitated through the process of narration; telling the story of clinical practice. Three distinct narrative cycles were identified, each an experiential learning episode. The experience of undertaking a variety of assessment activities created a narrative with self and triggered an internal reflective thinking process; the experience of working with a peer created an additional narrative, a mutual dialogue reflecting back on practice; the experience of sharing practice with an assessor created a further and final narrative, a learning conversation. Each narrative can be seen as a catalyst for change. Primarily, the nurses felt differently about themselves in practice, the way they saw themselves had shifted. Such a change can be described as an alteration in perspective. These alterations in perspective led all nurses to identify ways in which they would change their actual clinical practice. In this way the nurses attempted to align their espoused beliefs about practice with their actual practice. The author notes that the study shows that each nurse responded differently to each narrative learning cycle: for some the conversation with the assessor was more of a catalyst for change than for others. In this way clinical conversation may be flexible enough to respond to a variety of differing learning styles. Learning was person specific which is an imperative for the continued professional development of already highly skilled clinicians. The implication of the research is that whilst clinical conversation was designed as a tool for appraising clinical competence, its intrinsic value lies in supporting the professional development of nurses. |
| Call Number |
NRSNZNO @ research @ 833 |
Serial |
817 |
| Permanent link to this record |
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| Author |
Mackay, B. |
| Title |
Leadership strategies for role development in primary health care nursing |
Type |
Journal Article |
| Year |
2007 |
Publication |
Nursing Journal Northland Polytechnic |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume |
11 |
Issue |
|
Pages |
31-39 |
| Keywords |
Primary health care; Leadership; Professional development |
| Abstract |
This paper has been developed from part of the writer's doctoral thesis on forces influencing the development of innovative roles in primary health care nursing. The focus of this paper is leadership strategies designed to reduce the issue of poor professional identity and support. |
| Call Number |
NRSNZNO @ research @ 1049 |
Serial |
1033 |
| Permanent link to this record |
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| Author |
Roberts, F. |
| Title |
The people the programme & the place: Nurses' perceptions of the Lakeland Health Professional Development Programme |
Type |
|
| Year |
1999 |
Publication |
|
Abbreviated Journal |
NZNO Library, Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Careers in nursing; Professional development; Registered nurses |
| Abstract |
This thesis concerns the Professional Development Programme at Lakeland Health. In New Zealand, such programmes were introduced as a mechanism to openly recognise the clinical expertise of nurses. Clinical Career Pathways were introduced to nursing in North America in the 1970's at a time of nursing shortage. Prior to their inception, nurses wishing to develop their careers had to move to administration, management or education. The programmes recognised and rewarded expertise in practice. A qualitative, descriptive approach (using focus groups) was used with Registered Nurses to gather their perceptions of what helps nurses enroll in the Professional Development Programme. The ideas and insights of nine Registered Nurses were clustered around three main categories: The People (fear; being struck; motivation; feedback; peer support; ways of learning); the Programme (relevance; flexibility; Bachelor's Degrees; implementation; supporting information; fairness); the Place (time; regular and accessible; support from nurse leaders; management). These perceptions are discussed in more detail in the context of nursing at Lakeland Health and of Clinical Career Pathways in New Zealand. The findings are helpful for the evaluation and future development of the Professional Development at Lakeland Health. The research contributes to our understanding of what helps nurses enroll in a Clinical Career Pathway, and emphasises the importance of the People, the Programme and the Place. |
| Call Number |
NRSNZNO @ research @ 1150 |
Serial |
1135 |
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| Author |
Dobbs, L. |
| Title |
Can evidence improve nursing practice? |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nursing Journal Northland Polytechnic |
Abbreviated Journal |
coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume |
10 |
Issue |
|
Pages |
27-32 |
| Keywords |
Evidence-based medicine; Nursing; Professional development |
| Abstract |
Evidenced Based Practice is aimed at providing safe, effective and cost-appropriate health care. The utilisation of EBP in nursing has proved to be valuable not only for patients and nurses, but also for other health professionals and the wider community. However, despite the recognised benefits of EBP, a significant gap between theory and practice exists. This paper explores some of the issues behind not implementing EBP, such as comfort with traditional practices, lack of engagement with EBP, and time constraints. |
| Call Number |
NRSNZNO @ research @ 1226 |
Serial |
1211 |
| Permanent link to this record |
