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Mortensen, A. (2010). Cultural safety : does the theory work in practice for culturally and linguistically diverse groups? Nursing Praxis in New Zealand, 26(3), 6–16.
Abstract: Critically examines the theoretical base of the cultural safety guidelines for nursing practice with respect to culturally and linguistically diverse (CALD) groups. Poses two questions: have the guidelines led to culturally-safe nursing practice in health care for CALD groups; have the guidelines contributed to provision of culturally-acceptable health care for CALD groups?
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Spence, D. (2001). The evolving meaning of 'culture' in New Zealand nursing. Nursing Praxis in New Zealand, 17(3), 51–61.
Abstract: The author traces the nursing definition of biculturalism as it has evolved from the colonial period to the present. An examination of nursing literature demonstrates that local understandings of culture have matured beyond anthropological interpretations to a sociopolitical definition of Maori culture. The author suggests that, in nursing, culture has come to mean cultural safety.
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Richardson, S. (2009). Senior nurses' perceptions of cultural safety in an acute clinical practice area. Nursing Praxis in New Zealand, 25(3), 27–36.
Abstract: Presents the results of a small study aimed at eliciting the beliefs and attitudes of a group of senior nurses with respect to the concept of cultural safety, and their perception of its role in clinical practice.
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Diers, D. (2008). “Noses and eyes”: Nurse practitioners in New Zealand. Nursing Praxis in New Zealand, 24(1 (Mar)), 4–10.
Abstract: Principles for understanding and evolving nurse practitioner practice, politics and policy are distilled from 40 years of experience in the United States and Australia. The issues in all countries are remarkably similar. The author suggests that some historical and conceptual grounding may assist the continuing development of this expanded role for nursing in New Zealand.
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Milligan, K., & Neville, S. J. (2003). The contextualisation of health assessment. Nursing Praxis in New Zealand, 19(1), 23–31.
Abstract: The authors defines health assessment and argue that it is a tool nurses should be using as a means of improving health outcomes for clients. The skills involved in health assessments are analysed, and four levels of data gathering are identified. The authors present an historical perspective, tracing the development of these skills as they have been incorporated in nursing practice in North America and Australia.
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Wilkinson, J. A. (2004). Using adult learning theory to enhance clinical teaching. Nursing Praxis in New Zealand, 20(1), 36–44.
Abstract: In this article four theories of adult learning theory are presented: self directed learning; experiential learning; constructivist theory; and critical thinking. These are discussed alongside theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered.
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Van der Krogt, S., Coombs, M., & Rook, H. (2020). Humour: a purposeful and therapeutic tool in surgical nursing practice. Nursing Praxis in New Zealand, 36(2). Retrieved July 2, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.008
Abstract: Notes the lack of evidence-based guidance for use of humour by nurses. Uses a qualitative descriptive methodology to explore how surgical nurses determine when and how to employ humour with patients. Enrols 9 RNs working in a surgical ward within a tertiary hospital in semi-strutured interviews to discuss how they assess patient receptiveness, build connections with patients and protect their vulnerability.
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White, G. E., & Su, H. - R. (2000). Am I dying, nurse? Nursing Praxis in New Zealand, 15(1), 33–40.
Abstract: This paper addresses the concept of truth, and debates who should tell it and how it should be told. It explores the cultural aspects of knowing the truth about dying. The question of whether nurses have a moral obligation to tell the truth is explored, and suggests the lack of New Zealand research in this area should be addressed.
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Wong, G., & Sakulneya, A. (2004). Promoting EAL nursing students' mastery of informal language. Nursing Praxis in New Zealand, 20(1), 45–52.
Abstract: This article describes the development, delivery and evaluation of a pilot programme designed to help nursing and midwifery students from Asian and non-English speaking backgrounds improve their conversational skills in practice settings. Many such students, although previously assessed as competent in English, find that communication with patients and their families, and other health professionals is difficult. The study was conducted in a large tertiary educational institution in a major metropolitan centre. Each week for a period of 11 weeks students participated in an interactive session. Content for these was based on areas highlighted by a needs assessment involving interviews with both students and lecturers, and was subject to ongoing modification in response to feedback from participants. Evaluation questionnaires completed at the conclusion of the series indicated that students perceived the impact as positive. Students who attended regularly and were actively involved in the practice activities described gains in communication skills. From this it was concluded that further development of the pilot scheme was warranted in order to benefit English as an additional language (EAL) students enrolled in nursing and midwifery courses
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Lu, H., & Maithus, C. (2012). Experiences of clinical tutors with English as an additional language (EAL) students. Nursing Praxis in New Zealand, 28(3), 4–12.
Abstract: Conducts a study of the perceptions of new nursing graduates, with English as an additional language (EAL), on how they developed spoken language skills for the clinical workplace. Interviews 4 clinical tutors to elicit their views on the language development of EAL students. Outlines the themes that emerged from the tutor interviews.
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Roberts, J., Floyd, S., & Thompson, S. (2011). The clinical nurse specialist in New Zealand : how is the role defined? Nursing Praxis in New Zealand, 27(2), 24–35.
Abstract: Reports the findings from research designed to investigate the role of the clinical nurse specialist (CNS) and how it is defined by New Zealand District Health Boards (DHBs). Identifies the current requirements and expectations of the CNS role and how it is defined in practice. Collects 15 CNS job descriptions from 8 DHBs, subjecting them to thematic analysis yielding 4 key areas of the CNS role.
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Nelson, K. M., Connor, M., & Alcorn, G. D. (2009). Innovative nursing leadership in youth health. Nursing Praxis in New Zealand, 25(1), 27–37.
Abstract: Looks one of the eleven health care nursing innovation projects funded by the Ministry of Health: Vibe Youth Transition Services, located in the Hutt Valley, formerly known as the Hutt Valley Youth Service. Highlights the leadership role provided by the nurse practitioner (NP) which led to youth health and development nationally.
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Carstensen, C., Papps, E., & Thompson, S. (2018). When a child is diagnosed with severe allergies: an auto-ethnographic account. Nursing Praxis in New Zealand, 34(2). Retrieved July 2, 2024, from www.nursingpraxis.org
Abstract: Reports research that explores the experience of raising a child with severe allergies in NZ and the potential for an anaphylactic reaction. Utilises an auto-ethnographic research approach to provide details of managing the diagnosis and day to day life of a child with severe allergies through narratives written from the perspective of the child's mother who is also a nurse. Undertakes a thematic analysis of the auto-ethnographic narrative, producing four emergent themes: being the mother; being a nurse; who is supporting us?; and desperately seeking knowledge.
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Low, T., Scott-Chapman, S., & Forrest, R. (2020). Patient experiences of pictogram use during nurse-led rapid-access chest pain clinic consultations in regional Aotearoa New Zealand. Nursing Praxis in New Zealand, 36(2). Retrieved July 2, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.009
Abstract: Performs a qualitative study exploring the use of a pictogram developed by nurses during a rapid-access chest pain clinic consultation, to assist patient communication about their chest pain. Interviews 10 patients, 5 Maori and 5 non-Maori, for their feedback on the pictogram's usefulness. Considers the utility of the pictogram for both patients and nurses leading the chest pain clinic.
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Lamb, J. and others. (2013). Cigarette smoking and the frequency of colposcopy visits, treatments and re-referral. Nursing Praxis in New Zealand, 29(1), 24–33.
Abstract: Aims to identify whether female smokers referred to the colposcopy department at a city hospital required more follow-up visits, treatments and re-referrals than did non-smokers. Performs a retrospective descriptive study observing 494 new patients over 6 years. Identifies the percentage of Maori women attending the clinic who were smokers and their likelihood of non-attendance. Emphasises the need for smoke-free education for women that highlights the link between smoking and cervical cancer.
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