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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.
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Marshall, D., & Honey, M. (2021). Simulated actor patients support clinical skill development in undergraduate nurses: a qualitative study. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved June 29, 2024, from www.nursingpraxis.org
Abstract: Explores volunteer actor patients' contribution to developing nursing students' clinical skills from the patient actors' perspective within a simulation learning environment. Describes how actor patients work with nursing students during simulation, providing feedback following each simulation. Conducts focus group interviews with four of these actor patients about their interactions with students, communication, the provision of realism, student engagement, and feedback to students.
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Foster, P., Payne, D., & Neville, S. (2022). An exploration of how nurse education practices may influence nursing students' perception of working in aged care as a registered nurse: A Foucauldian discourse analysis. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 29, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings.
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Crossan, M., Honey, M., Wearn, A., & Barrow, M. (2022). Fundamentals of care in pre-registration nursing curricula: Results of a national survey. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 29, 2024, from www.nursingpraxis.org
Abstract: Argues that the Fundamentals of Care (FOC) conceptual framework is essential for nursing schools to teach and on which to assess nursing students for clinical competency. Provides a national overview of undergraduate pre-registration nursing curricula in NZ, exploring what and how schools of nursing teach and assess FoC. Distributes a cross-sectional descriptive questionnaire to course coordinators between 2019 and 2020, revealing variations in how FOC is taught and the lack of standardisation in course design. Highlights the opportunity for the Nursing Council to develop a national, evidenced-based FOC educational strategy.
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Meeks, M., Miligan, K., Seaton, P., & Josland, H. (2023). Interprofessional education: let's listen to the students. Nursing Praxis in Aotearoa New Zealand, 39(2). Retrieved June 29, 2024, from http://dx.doi.org/https://doi.org/10.36951/001c.87828
Abstract: Invites pre-registration nursing and medical students to write down questions to ask of students in the other discipline. Provides these questions for discussion in a facilitated interprofessional group session. Uses descriptive thematic analysis to inductively analyse the written data, from which three themes emerged: lack of knowledge about each profession, misperceptions about the other profession, and the desire to develop interprofessional relationships.
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Richardson, F. (2012). Editorial: Cultural Safety 20 Years On Time to Celebrate or Commiserate? Available through NZNO library, (19), 5–8.
Abstract: There needs to be more practice-focused research about how cultural safety is experienced by the recipient of care and how it is applied in nursing and healthcare delivery. [...]sociology, science, and knowledge developed from within northern hemisphere societies. Because the ground is different for knowledge arising from the New Zealand experience, theorising cultural safety must be different too.
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Byrson, K. (2012). Perception of Cultural Safety and Attitudes: A Nursing Student's Reflection and Artwork. Available through NZNO library, (19), 51–58.
Abstract: A nurse's journey in cultural safety and how this is reflected in her nursing practice and described through her artwork.
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Renor, C. (2012). Blogging about 'It'. Available through NZNO library, (19), 59–62.
Abstract: As nurses and students we all have our own 'its', which get out of perspective and cause us anxiety. By sharing this blog with you, I hope I help you with your 'it'. When all else fails try blogging about your 'it', and use reflection as a tool to grow yourself, instigate change and promote yourself as the evidence-based, caring nurse that you are.
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McKinney, C., Cassels-Brown, K., Marston, A., & Spence, D. (2005). Linking cultural safety to practice: Issues for student nurses and their teachers. Vision: A Journal of Nursing, (13(1)).
Abstract: Student nurses rely on their teachers, both academic and clinical, to assist them to develop their capacity to practice safely. Yet, in relation to cultural safety, relatively little has been written to assist the integration of theoretical knowledge to the world of practice. This article presents the findings of a small project undertaken by lecturers whose experiences supporting students' learning during clinical placements in Auckland stimulated interest in the students' attempts to use their classroom learning to begin their journey towards culturally safe nursing practice. A qualitative descriptive approach was used to explore the experience of nursing clients from cultures other than one's own and to describe culturally safe practice from the perspective of third year students.
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(2001). Dementia care: A literature review. Vision: A Journal of Nursing, 7(13), 33–36.
Abstract: This article defines dementia, and explores recent trends in relation to why it is such a misunderstood condition in the health care setting. Within a theoretical framework of literature development, nurse client relationships, and quality of care and attitudes are analysed. Gaps, inconsistencies and consistencies are outlined, with the implications for nursing practice and education explored.
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Honey, M., Waterworth, S., Baker, H., & Lenzie-Smith, K. (2006). Reflection in the disability education of undergraduate nurses: An effective learning tool? Journal of Nursing Education, 15(11), 449–453.
Abstract: The aim of this qualitative study was to evaluate the usefulness of formal reflection in the context of undergraduate nursing education during the teaching of a disability module. Reflection is defined as examination and exploration of an issue of concern to help create or clarify meaning.Twelve reflection assignments written by second-year nursing students were analysed. The analysis indicated that students' reflection focused less on their experience of working with people with disabilities and more on their overall learning experience and coping with clinical practice. A central theme, Coping with Clinical Practice, and four sub-themes were identified. Students acknowledged reflection as beneficial to their learning and linked to their clinical practice.
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Litchfield, M. (1989). Knowledge embedded in practice. Kai Tiaki: Nursing New Zealand, 82(10), 24–25.
Abstract: A statement of the nature of research needed to distinguish the knowledge of nursing practice from knowledge developed by other disciplines. It orients to the interrelationship of practice and research as the foundation of the discipline of nursing.
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Woods, M. (2002). Dissecting a brave new nursing world. Kai Tiaki: Nursing New Zealand, 8(10), 20–22, 36.
Abstract: This article critiques the 'Strategic Review of Undergraduate Education' commissioned by the Nursing Council. The premise of the review is examined, along with the foundations of nursing practice and the role of nursing education.
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Hales, A., & Dignam, D. (2002). Nurse prescribing lessons from the US. Kai Tiaki: Nursing New Zealand, 8(10), 12–15.
Abstract: The researchers present a survey of a sample population of 32 advanced practice nurses (APN) in the US about their experiences of acquiring and implementing prescriptive authority. The issues relevant to nurse practitioners in New Zealand are discussed, around acquiring knowledge and education, relationships with other professionals, establishing the role, and retaining the nursing role. The intent and scope of APN prescribing in the US is also discussed.
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Walker, J., Bailey, S., Brasell-Brian, R., & Gould, S. (2001). Evaluating a problem based learning course: An action research study. Contemporary Nurse, 10(1/2), 30–38.
Abstract: The purpose of this study was to evaluate how the New Zealand style of problem based learning was developing students' understanding and integration of knowledge. The 'pure' problem based learning process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. Two cycles of an action research method were used, involving 4 lecturers and 17 students. Data was collected both quantitatively and qualitatively over a 16-week period. Findings indicated the importance of: explaining the purpose and process of problem based learning; communicating in detail the role of both students and lecturers; keeping communication lines open; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed.
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