| Records |
| Author |
Haggerty, Carmel; Holloway, Kathryn; Wilson, Debra |
| Title |
Entry to nursing practice preceptor education and support : could we do better? |
Type |
Journal Article |
| Year |
2012 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
28 |
Issue |
1 |
Pages |
30-39 |
Keywords  |
Preceptorship; New graduates; Evaluation; Support and education |
| Abstract |
Reveals that recent longitudinal evaluation of 21 Nursing Entry to Practice (NETP) programmes in NZ identified that preceptorship selection, education and support are not properly resourced. Identifies the factors preventing preceptors from receiving appropriate training and recommends development of a clearly-defined preceptor selection and education process. |
| Call Number |
NZNO @ research @ |
Serial |
1472 |
| Permanent link to this record |
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| Author |
Kaviani, N.; Stillwell, Y. |
| Title |
An evaluative study of clinical preceptorship |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Preceptorship; Nursing; Education; Evaluation research |
| Abstract |
A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role |
| Call Number |
NRSNZNO @ research @ |
Serial |
654 |
| Permanent link to this record |
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| Author |
Rummel, L. |
| Title |
Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings |
Type |
|
| Year |
2001 |
Publication |
|
Abbreviated Journal |
Massey University, Albany, Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; Nursing; Education; Identity; Intensive care nursing |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1263 |
| Permanent link to this record |
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| Author |
Haggerty, C. |
| Title |
Preceptorship for entry into practice |
Type |
Journal Article |
| Year |
2002 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
| Volume |
9 |
Issue |
|
Pages |
7-13 |
| Keywords |
Preceptorship; Psychiatric Nursing; Nursing; Education |
| Abstract |
The author examines some of the issues affecting preceptorship in relation to a graduate diploma programme of psychiatric mental health nursing. Previous research by the author lead to recommendations on clarifying the roles and responsibilities of those involved in the programme, and improving preceptor selection, training, support and evaluation. By providing such clarity and support, the preceptor role in the clinical setting is given the best chance to succeed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1295 |
| Permanent link to this record |
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| Author |
Lim, A.G.; Honey, M.; Kilpatrick, J. |
| Title |
Framework for teaching pharmacology to prepare graduate nurse for prescribing in New Zealand |
Type |
Journal Article |
| Year |
2007 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
|
| Volume |
7 |
Issue |
5 |
Pages |
348-353 |
| Keywords |
Prescribing; Nursing; Education; Pharmacology |
| Abstract |
The educational framework used to teach pharmacology to nurses by one university in New Zealand is presented, along with early findings on the effectiveness of this approach. Nurse prescribing is relatively new in New Zealand and is related to the expanding roles and opportunities for nurses in health care. Opposition to nurse prescribing in New Zealand has been marked and often this has been linked to concerns over patient safety with the implication that nurses could not be adequately prepared for safe prescribing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
700 |
| Permanent link to this record |
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| Author |
Spence, D.; Anderson, M. |
| Title |
Implementing a prescribing practicum within a Masters programme in advanced nursing practice. A pilot study |
Type |
Report |
| Year |
2006 |
Publication |
|
Abbreviated Journal |
NZNO theses and research material webpage |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Prescription authority; Nursing; Education; Students; Advanced nursing practice |
| Abstract |
This report presents the findings and recommendations derived from a collaborative action research pilot project undertaken alongside the implementation of two nurse prescribing practicum courses. The students, teachers and supervisors participating in year long Masters' level prescribing practica at Auckland University of Technology (AUT) and Eastern Institute of Technology (EIT) were interviewed about their perceptions, concerns and actions relating the first time implementation of their respective practicum papers. Research findings suggest that the practicum implementation has been successful overall, however there is a need to refine delivery, and to review current funding arrangements. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1136 |
| Permanent link to this record |
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| Author |
Pearson, J.R.; Holloway, K. T. |
| Title |
A postgraduate primary health care programme for experienced registered nurses and newly graduated nurses |
Type |
Journal Article |
| Year |
2006 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
| Volume |
13 |
Issue |
|
Pages |
44-52 |
| Keywords |
Primary health care; New graduate nurses; Registered nurses; Nursing; Education |
| Abstract |
This paper outlines the historical development of the Postgraduate Certificate in Primary Health Care Specialty Nursing programme. The paper discusses the multiple contextual considerations for the programme in terms of New Zealand health policy direction, academic level, and appropriate level of competency development for nurses new to primary health care and newly graduated nurses. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1040 |
| Permanent link to this record |
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| Author |
Findlay, W. |
| Title |
The effect of peer learning and review groups on practice nurses' clinical practice: A mixed method survey |
Type |
|
| Year |
2006 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Primary health care; Nursing; Education; Clinical supervision |
| Abstract |
The aim of the study was to explore how practice nurses perceive engagement in Peer Learning and Review Groups impacts personally and professionally on their clinical practice. An anonymous self-administered postal questionnaire was completed by 55 practice nurses who attend Peer Learning and Review Groups in the South Island. A mixed method design was utilised to obtain both qualitative and quantitative data. Practice nurses considered group attendance was important for professional development with the majority perceiving that their attendance had a positive effect on their clinical practice. The nurses perceived clear linkages between the significant learning that occurred in the groups and changes in delivery of patient care. Additional benefits included improved collegial relationships, professional awareness and personal growth. The author concludes that, together, these findings underline the importance of Peer Learning and Review Groups as an effective tool for ongoing personal and professional development within nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
490 |
| Permanent link to this record |
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| Author |
Vallance, E.; Scott, S. |
| Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
3 |
Pages |
40-49 |
| Keywords |
Problem solving; Critical thinking; Nursing; Education |
| Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
| Call Number |
NRSNZNO @ research @ |
Serial |
555 |
| Permanent link to this record |
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| Author |
Anderson, P.R. |
| Title |
Determining competency for entry to nursing practice: A grounded theory study |
Type |
|
| Year |
2008 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Professional competence; Clinical supervision; Nursing; Education |
| Abstract |
Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1182 |
| 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 |
Kennedy, W. |
| Title |
Professional supervision to enhance nursing practice |
Type |
Journal Article |
| Year |
2007 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
Available online from Eastern Institute of Technology |
| Volume |
14 |
Issue |
2 |
Pages |
3-6 |
| Keywords |
Professional development; Clinical supervision; Nursing; Education |
| Abstract |
This article examines the concept of clinical supervision as “professional supervision”. Professional supervision contains many elements, is structured and not without effort. Fundamentally it is about being safe and professional. 'Reflective learning' and 'Live/tutorial' models are reviewed in different contexts for assisting nurses work through everyday issues, conflicts and problems of their role. The author concludes that regardless of which model is used there are benefits for safety and professionalism. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1310 |
| Permanent link to this record |
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| 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 |
| Permanent link to this record |
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| Author |
Matheson, S. |
| Title |
Psychiatric/mental health nursing: Positioning undergraduate education |
Type |
|
| Year |
2002 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Psychiatric Nursing; History of nursing; Nursing; Education |
| Abstract |
In this paper, the critique of the mental health component of comprehensive nursing education and the questions that it raises are explored from historical, structural and ideological perspectives. In order to locate the past and highlight its significance to where psychiatric/mental health nurses find themselves today some of the history of the asylum system and the development of psychiatric nursing in New Zealand within these structures are presented. Ideological changes to the way mental health was thought about, and responded to, have had considerable impact on where psychiatric nurses practiced, how they practised and what they were named. This created the need for a different kind of nurse and has led to changes in the education of nurses. The structural influences on the training and education of nurses are identified through relevant reports and their recommendations and significance in relation to psychiatric/mental health nursing are examined. Issues deriving from the critique of undergraduate psychiatric/mental health nursing education highlight the urgent nature of the crisis and draw out the multiple and competing discourses that inform the education of nurses. In acknowledging that the crisis can be viewed from multiple perspectives the need for responses from multiple levels involving the Nursing Council of New Zealand, the Ministry of Health, the Mental Health Commission and nurses in education and practice are recommended. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1146 |
| Permanent link to this record |
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| Author |
McKenna, B. |
| Title |
Bridging the theory-practice gap |
Type |
Journal Article |
| Year |
1999 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
|
| Volume |
5 |
Issue |
2 |
Pages |
14-16 |
| Keywords |
Psychiatric nursing; Nursing; Education; Teaching methods |
| Abstract |
The author presents a case study of a joint appointment between a nurse lecturer and a staff nurse in an acute forensic psychiatry unit. He explores the advantages, disadvantages and reasons for success in relation to the findings of a survey of the literature on joint appointments. This technique is seen as a means of narrowing the gap between theory and practice which resulted when nurse training was transferred from hospitals to polytechnics. He highlights the need to develop research methodology to clarify potential benefits of this approach. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1024 |
| Permanent link to this record |
