DeSouza, R. (2002). Walking upright here: Countering prevailing discourses through reflexivity and methodological pluralism. 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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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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Mortensen, A. (2000). Destigmatisation: A grounded theory of the work of sexual health nurses. Ph.D. thesis, , .
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Herd, C. M. F. (2001). Is it a dangerous game? Registered nurses' experiences of working with care assistants in a public hospital setting. Ph.D. thesis, , .
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Hill, N. (2001). A shared revelation: A comparative, triangulated study on improving quality of life in the terminally ill. Ph.D. thesis, , .
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Hinder, G. (2000). Challenging the boundaries: An initiative to extend public health nursing practice. Ph.D. thesis, , .
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Hansen, C. (2004). Professional practice attributes within public health nursing. Ph.D. thesis, , .
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Garlick, A. (2006). Determined to make a difference: A study of public health nursing practice with vulnerable families. Ph.D. thesis, , .
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O'Brien, A. J. (2000). The therapeutic relationship: Perceptions of mental health nurses. Ph.D. thesis, , .
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Davies, D. C. (2006). Practice nurses' perceptions of their contribution to the care of individuals with chronic health conditions. Ph.D. thesis, , .
Abstract: Table of Contents: 1. Background and overview; 2. Research design and method; 3. Literature review; 4. Preparation of the individual for an appointment at the general practice; 5. Care provided by the practice nurse at the general practice; 6. The giving of information; 7. A discussion of the dualities of the contribution of practice nurses to the care of individuals with chronic conditions; 8. Study summary and conclusions.
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Marshall, D. C. (2000). The preceptor's role in student evaluation: An investigation. Ph.D. thesis, , .
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Rummel, L. (2001). Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings. Ph.D. thesis, , .
Abstract: This thesis used a Heideggerian Hermeneutic approach to explore the experiences of registered nurses who act as preceptors to undergraduate student nurses. The researcher interviewed fifteen volunteer registered nurses twice as preceptors to investigate their experience. The data generated was audio-taped and analysed. Four dominant themes emerged. The first, 'Becoming attuned – the call', related to registered nurses responding to the call to be preceptors to students in their clinical placement. The second, “The emerging identity of being-as preceptor: keeping the student in mind”, related to preceptors cultivating their own identity as preceptors as they worked with students in the world of nursing practice. The third, 'Assessing where the student is at: the preceptor and preceptee working and growing together', related to a constant evaluation by preceptors of students' knowledge, readiness to learn, and the provision of learning opportunities. The fourth, 'Preceptors as builders of nursing practice through teaching reality nursing', facilitated the preceptee's experience of the real world of nursing practice. An overall constitutive theme: 'Preceptors as the safeguarders of the practices of nursing', emerged as the essence of the experience.
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Hames, P. V. M. (2006). Patient advocacy: A concept analysis.
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Blackie, S. A. H. (2001). Women, work, study and health: The experience of nurses engaged in paid work and further education. Ph.D. thesis, , .
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