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Ferguson, K. M. (2021). The appropriation of cultural safety: A mixed methods analysis. Ph.D. thesis, University of Otago, Dunedin. Retrieved June 27, 2024, from http://hdl.handle.net/10523/12207
Abstract: Argues that the concept of cultural safety (CS) has been appropriated from an indigenous-led bicutural context to an inclusive cross-cultural framework for working with diverse patient populations. Investigates nurses' understanding of the 'Guidelines for Cultural Safety, the Treaty of Waitangi and Maori Health in Nursing Education and Practice' published in 2011 by the Nursing Council of NZ. Conducts a mixed-methods survey using both closed and open-ended questions to gauge nurses' confidence in applying the guidelines and their view of their relevance. Describes differences between NZ Registered Nurses (RN) and Internationally Qualified Nurses (IQN) in their understanding of CS. Argues that the CS model should be by Maori, for Maori.
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Pool, L., Day, L., & Ridley, S. (2019). Mountain climbing: the journey for students with English as an additional language in a concept-based nursing curriculum. Whitireia Journal of Nursing, Health and Social Services, (26), 28–36.
Abstract: Identifies the communication and learning needs of EAL students in undergraduate nursing education. Presents strategies for EAL students and others with diverse learning needs to comprehend the underlying concepts of cultural safety, praxis, professional nursing and leadership in Whitireia's BN integrated nursing curriculum. Reports findings from focus group discussions with 13 students involved in the three-way partnership comprising lecturers, learning support services and EAL students.
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O'Shea, M., & Reddy, L. (2007). Action change in New Zealand mental health nursing: One team's perspective. Practice Development in Health Care, 6(2), 137–142.
Abstract: This paper describes an attempt at effecting change with specific relevance to the discharge planning of clients from a New Zealand inpatient mental health unit to a community setting. It explores how a team of community mental health nurses, practising in an urban/rural area, used the concepts of practice development to endeavour to bring about change while still retaining a client-centred focus. It describes how, in their enthusiasm, they embarked on the road to practice change without undertaking some of the essential ground work, Although they did not achieve all they set out to achieve, much was learnt in the process. In this paper, the authors outline their key learning points concerning the importance of engagement, communication, consistency and cooperation to the process and outcomes of practice change.
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Tipa, Z. K. (2013). Family Partnership as a model for cultural responsiveness in a well child context. Master's thesis, Massey University, Albany. Retrieved June 27, 2024, from http://hdl.handle.net/10179/4729
Abstract: Examines whether the Family Partnership model could be considered a model for cultural responsiveness while simultaneously providing a platform for more accurate assessment of the cultural competence of Plunket nurse practice. Determines the relationship between Family Partnership training for Plunket nurses and Maori child health outcomes. Distributes an online survey to Plunket nurses who had completed the training and to a group who had not. Conducts 10 observations and interviews with Plunket nurses and Maori clients. Presents the findings in three areas: Plunket nurse practice, client experience, and the impact of Family Partnership training on Plunket as an organisation.
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Crawford, R. (2019). Using focused ethnography in nursing research. Kai Tiaki Nursing Research, 10(1), 63–67.
Abstract: Details how the author employed focused ethnography in her doctoral research to investigate nurses' and parents' experience of emotional communication in the context of a children's unit of a regional hospital in NZ. Interviews 10 parents and 10 nurses after the children were discharged. Validates the ethnographic method as a means of inspecting the hidden as well as observable aspects of nurse-parent interaction.
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Evans, S. (2006). Silence kills: Communication around adverse events in ICU. Ph.D. thesis, , .
Abstract: The aim of this dissertation is to assess the preventability or reduction of adverse events in the intensive care unit (ICU) through a literature review. Research shows the ICU is at high risk for errors, nevertheless there is a huge gap between knowing something should be done and applying this knowledge to practice. That being the case, this dissertation identifies and discusses several proven and transferable quality improvement proposals. These include: instituting anonymous error reporting; documentation of a daily goal-of-care; a nurse as ICU team co-ordinator; conflict resolution processes and communication training for all ICU staff. NThe author concludes that nurse-doctor collaboration requires the support of medicine, with recognition of the unique contribution nurses make to patient safety.
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Evans-Murray, A. (2004). Meeting the needs of grieving relatives. Kai Tiaki: Nursing New Zealand, 10(9), 18–20.
Abstract: This article examines the role of nurses working in intensive care units who may need to work with families as they face the death of a loved one. How the nurse communicates with relatives during these crucial hours prior to the death can have profound implications on their grief recovery. Universal needs for families in this situation have been identified in the literature, and include: hope; knowing that staff care about their loved one; and having honest information about their loved one's condition. A case study is used to illustrate key skills and techniques nurses can employ to help meet these universal needs. In the first stage of grief the bereaved is in shock and may feel a sense of numbness and denial. The bereaved may feel confused and will have difficulty concentrating and remembering instructions, and they may express strong emotions. Studies on families' needs show that honest answers to questions and information about their loved one are extremely important. It is often very difficult for the nurse to give honest information when the prognosis is poor. Good communication skills and techniques are discussed, in which hope is not offered at the expense of truthfulness, and the nurse facilitates the process of saying goodbye and expressing emotions. Practical techniques, such as including the family in basic care such as foot massaging and simple hygiene routines, may also be used to move the family from being bystanders to the impending death, to comforters.
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Powell, J. (2002). Caring for patients after an ICU admission. Kai Tiaki: Nursing New Zealand, 8(7), 24–25.
Abstract: The author presents research on nursing strategies that reduce the psychological effects of critical illness and prevent the intensive care unit (ICU) atmosphere from adversely affecting the nurse-patient relationship. Post-traumatic stress disorder and other phobic anxiety syndromes are noted as a risk among former ICU patients. Four interventions to put in place for discharge are presented: patient-centred nursing, communication, multidisciplinary care, and patient/family education.
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Wraight, J. (2019). Assessing English language skills of internationally-qualified nurses in New Zealand. Kai Tiaki Nursing Research, 10(1), 59–60.
Abstract: Introduces the Clinical Communication Assessment Framework (CCAF), adapted by Nelson Marlborough Institute of Technology from communication assessment guidelines developed in Australia to assess nursing students' English language proficiency. Uses this framework to assess nurses, before the competency assessment programme (CAP) four-week clinical nursing placement, for the first time in NZ.
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Pullon, S., & McKinlay, E. M. (2007). Interprofessional learning: The solution to collaborative practice in primary care. The Royal New Zealand College of General Practitioners website, 34(6), 404–408.
Abstract: In this paper the authors outline the basis of interprofessional education, which occurs when members of two or more professions are engaged in learning together. They describe its relationship to primary care clinical practice, where it can lead to collaborative problem-solving approaches, mutual decision making and interdisciplinary teamwork. A New Zealand model of postgraduate interprofessional education is presented. Barriers to the implementation of interprofessional education in New Zealand are identified along with possible solutions.
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Corner, K. (2020). Perceptions of Indian IQNs transitioning into a bachelor of nursing programme in New Zealand. Kai Tiaki Nursing Research, 11(1), 61–62.
Abstract: Aims to understand the experiences of Indian internationally-qualified nurses (IQN) making the transition into a NZ bachelor of nursing (BN) programme. Conducts a focus group with four Indian IQN students enrolled in an 18-month bridging course. Identifies four themes: adaptation to a new way of learning; cultural differences in living and working in NZ; adaptation to a different clinical environment; and cultural safety.
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Woods, M. (2008). Parental resistance. Mobile and transitory discourses: A discursive analysis of parental resistance towards medical treatment for a seriously ill child. Ph.D. thesis, , .
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.
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Davies, B. (2008). Same person different nurse: A study of the relationship between nurse and patient based on the experience of shifting from secondary care to home-based nursing. Ph.D. thesis, , .
Abstract: This study focuses on power themes in the nurse-patient relationship. The study is a critical reflection of the author's practice using a humanistic perspective from Hartrick Doane and Varcoe's (2005) model of relational family practice. It reviews the literature relating to power relationships in communication between nurses and patients and compares the ability to provide relational care in the home with hospital care. Practice examples demonstrate the shift in power relationships that the author had noticed since changing roles from hospital based to home care nursing. This is related to cultural, socio-environmental, historical and traditional influences on power in communication. The study is based on her reflection of the paradigm shift in her practice. Her practice moved from a problem solving approach to an empowerment, strengths based approach within partnership. The ethical challenges of discussing her practice in relation to clients has been managed by scrambling patient data so that it is not related to a single person and is focused on the author's nursing practice.
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Gare, L. (2006). Patient experience of joint replacement education: A joint venture. Ph.D. thesis, , .
Abstract: The aim of this research was to explore patients' educational experiences and the usefulness and benefits of this health education in the rehabilitation period, when undertaking a total joint replacement. An exploratory, qualitative descriptive study method was used to describing patients' experiences of health education. Five participants, convenience sampled, were interviewed eight to twelve weeks post surgery following unilateral total joint replacement in a tertiary hospital. Participants valued the education they received pre operatively, which included written material, video and individual interaction with varied health professionals. Although this was provided in a timely manner, evidence showed limited post operative reinforcement and follow up of given education and preparation for discharge. Three 'partnership' themes were identified from data, Communicative, Subservient and Knowledge. 'Communicative Partnership' conceptualised the participants' experiences of the nurse-patient relationship, whilst 'Subservient Partnership' captured the participants' experiences of 'being' patients. 'Knowledge Partnership' combined the participants' ideas about knowledge and their retention of this knowledge to assist with their rehabilitation post surgery. The needs and experiences of patients after total joint replacement reflect on transitional change – changes in roles, behaviour, abilities and relationships. Educational contents need to reflect a realistic recovery process to assist with this transitional period, delivered by health care professionals in a manner best suited for patients.
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Payne, D., & Goedeke, S. (2007). Holding together: Caring for clients undergoing assisted reproductive technologies. Journal of Advanced Nursing, 60(6), 645–653.
Abstract: This paper reports a study to investigate the roles and experiences of nurses caring for clients undergoing assisted reproductive technologies (ART). Nurses are in a potentially unique position in the assisted reproductive technology environment as they maintain a more constant contact with the client. A qualitative approach was taken and a convenience sample of 15 nurses from New Zealand was interviewed in 2005. Data were analysed using interpretive description. The overarching theme identified was that of the potential role of the nurse to 'hold together' multiple components of the assisted reproductive technology process: holding together clients' emotional and physical experiences of assisted reproductive technologies; holding together the roles of different specialist team members; and holding together personal own emotions. It encompasses practices such as information-giving, interpreting, supporting and advocating. The researchers note that recognition of and support for the complexity of the role of ART nurses may positively contribute to clients' experiences.
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