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| Author | Dent, G.W. | ||||
| Title | Mental health nurses' knowledge and views on talking therapies in clinical practice | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | ResearchArchive@Victoria http://hdl.handle.net/10063/675 | |
| Volume | Issue | Pages | |||
Keywords  |
Psychiatric Nursing; Attitude of health personnel; Evidence-based medicine; Professional development | ||||
| Abstract | Using a qualitative descriptive research design, this study explored nurses' knowledge and views on their talking therapy training and skills in practice. The study examined the use of talking therapies, or specialised interpersonal processes, embodied within the Te Ao Maramatanga: New Zealand College of Mental Health Nurses Inc (2004) Standards of Practice for Mental Health Nurses in New Zealand. A survey questionnaire was sent to 227 registered nurses from a district health hoard mental health service and a sample of eight nurses participated in a semi-structured interview. Content analysis based on the headings “knowledge views, skill acquisition and skill transfer” established the major themes from the data collection processes. The findings confirmed that nurses believe their knowledge and skills in evidence-based talking therapies to be vitally important in mental health nursing practice. Nurses identified that talking therapy training courses needed to be clinically relevant and that some learning strategies were advantageous. The identification of some knowledge gaps for, nurses with limited post graduate experience, and for nurses who currently work in inpatient areas suggests that further consideration must be given to ensure that a cohesive, sustainable approach is ensured for progression of workforce development projects relevant to training in talking therapies for mental health nurses in New Zealand. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1151 | ||
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| Author | McKenna, B.; O'Brien, A.J.; Dal Din, A.; Them, K. | ||||
| Title | Responsible clinician role offers opportunities for nurses | Type | Journal Article | ||
| Year | 2006 | Publication | Kai Tiaki: Nursing New Zealand | Abbreviated Journal | |
| Volume | 12 | Issue | 11 | Pages | 12-14 |
| Keywords |
Psychiatric Nursing; Advanced nursing practice; Law and legislation; Mental health | ||||
| Abstract | The authors report on a recent study investigating the statutory role of responsible clinician. Statutory roles under mental health legislation offer mental health nurses a means of having advanced practice skills recognised, as well as contributing to improved access to services. There is a proliferation of roles intended to develop nursing readership, but in most cases they are not primarily clinical roles. The concept of “advanced practice” has become a means of developing clinical leadership roles in nursing. Research on responsible clinician role is presented along with the results of a survey of the 11 Registered Nurses practicing as responsible clinicians, five senior nurses from each of the 21 district health boards, and the Auckland Regional Forensic Psychiatry Services (n = 121). Respondents were asked whether the responsible clinician role was a legitimate one for nurses and whether they were motivated to attain or maintain that role. They were also asked which competencies for the role they believed they met, their perceptions of credentialing processes and the educational requirements needed to achieve the role. A clear majority of the respondents felt the role of the responsible clinician was a legitimate advanced practice role for mental health nurses. Despite this, some respondents expressed ambivalence about taking on the role. The research highlighted deficits in knowledge and skills that could become a focus of education for advanced practitioners seeking appointment as responsible clinicians. Deficits included some assessment skills, knowledge of a range of interventions and knowledge of other legislation affecting mental health legislation. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 992 | ||
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| Author | Valette, D. | ||||
| Title | Nursing an adolescent in an adult inpatient mental health unit | Type | |||
| Year | 2002 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
| Volume | Issue | Pages | |||
| Keywords |
Psychiatric Nursing; Adolescents; Nurse-patient relations; Professional competence; Mental health | ||||
| Abstract | This research paper reports on an exploration of the key elements nurses need to be aware of to effectively nurse adolescents in an adult inpatient unit. It describes the developmental needs and significant influences that affect this age-group, that when incorporated into nursing care, nurses can gain a therapeutic relationship with the adolescent. By means of a literature review, sharing the author's experience in nursing adolescents, and through vignettes of practice, an illustration of some common situations that may occur during the adolescent's inpatient stay are described. These situations are explored and a perspective is offered on how nurses may be effective in their nursing of an adolescent patient from the point of admission through to discharge. More research is needed on adolescent mental health nursing, however the author anticipates that nurses will be able to use this report as a helpful resource in their current practice. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1148 | ||
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| Author | Taua, C. | ||||
| Title | Revisiting the past: A focused ethnography of contemporary dual diagnosis nursing practice | Type | |||
| Year | 2005 | Publication | Abbreviated Journal | Copy downloadable from the NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords |
Psychiatric Nursing | ||||
| Abstract | As has been the case internationally, deinstitutionalisation of dual diagnosis (intellectual disability and mental illness) services has also occurred in New Zealand. Inpatient services have been redefined to respond to the more acute focus that has arisen out of this deinstitutionalisation process and nurses are having to redefine their roles in response. This study was undertaken to explore and describe the culture of nursing practice in a dual diagnosis inpatient unit in one psychiatric hospital. A focused ethnographic approach was used to triangulate data gathered from fieldwork observations, review of documents and semi-structured interviews. Schein's (1985) levels of culture model, was used to identify and explore the artifacts, values and assumptions evident in this nursing practice. Analysis presents three key themes categorised as 'communication', 'assessment' and 'safety'. While these key themes are shown to be evident in the everyday practice of the nurses, how these relate to the notion of 'dual diagnosis nursing' is not clear. Therefore, the author describes the major finding of this study as revealing a nursing culture holding tight to traditional psychiatric and psychopaedic nursing practices and struggling to develop a distinctive culture in the absence of a defined dual diagnosis knowledge base. The author concludes that these findings suggest an urgent need to provide nurses with support in gaining contemporary knowledge regarding dual diagnosis nursing. Support for nurses in advancing these areas then impacts on support for the patients. It is suggested that additional research is undertaken to assess the learning needs of the nurses in order to develop clinical practice guidelines for this area. Further recommendations are made to address system issues which are contributing to the gap in knowledge. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 674 | ||
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| Author | Rosieur, J. | ||||
| Title | An exploration of family partnership approaches to enhance care delivery and improve healthcare outcomes to young families within their communities | Type | Report | ||
| Year | 2010 | Publication | Abbreviated Journal | NZNO Library | |
| Volume | Issue | Pages | 127 pp | ||
| Keywords |
Professional-family relations; family health; family nursing | ||||
| Abstract | Margaret May Blackwell Trust Travel Study Fellowship 2009/2010. This report is an exploration of some current international trends and tools in the delivery of services supporting families with young children that aim to utilise a partnership approach between health providers, families and their communities. The MMB scholarhsip for 2009/2010 included six weeks of international travel in order to consult with a range of people in realtion to services provided to parents with young children in their various communities. My proposal was to explore current policies supporting Family Partnership (FP)approaches in health services; trends relating to FP approaches in practice; tools supporting FP practice for clinicians; as well as recent FP training and initiatives. |
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| Call Number | NZNO @ research @ | Serial | 1353 | ||
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| Author | Brinkman, A.; Wilson-Salt, R.; Walker, L. | ||||
| Title | Education survey report: Implications for practice | Type | Report | ||
| Year | 2008 | Publication | Abbreviated Journal | http://www.nzno.org.nz | |
| Volume | Issue | Pages | |||
| Keywords |
Professional development; Professional Competence; Nursing | ||||
| Abstract | Professional development is an ongoing requirement of nurses as a result of the Health Practitioners Competence Assurance Act. The Act?s principal purpose is to protect the health and safety of the public by ensuring health practitioners are fit and competent to practise. This survey was designed to explore the avenues nurses have taken, and would prefer to take, for their professional development. The questionnaire was sent to a random sample of the New Zealand Nurses Organisation's registered and enrolled nurse members. Nurses overwhelmingly favoured professional development in the workplace. More than half the respondents reported a conflict with other time commitments, while a number of respondents wrote of their desire for work-life balance. The cost of fees, ability to take time off work, and time and travelling distance were all hurdles to professional development. Nurses cited information technology, conflict resolution, managing challenging behaviour, and dealing with rostered & rotating shifts as aspects of their current work for which their nursing education (pre and post) had not adequately prepared them. Nurses also indicated that their pre-registration education in health systems and political processes was inadequate for their current work. As nurses aged, their interest in professional development increased, though many still preferred workplace options. The authors conclude that, in order for professional development opportunities to be accessible and relevant, resources and time must be made available. This is vital to achieve ongoing education of nurses and improved patient outcomes. Management support, combined with effective assessment of learning needs guiding professional development opportunities, are fundamental to ensuring nurse competence. | ||||
| Call Number | NZNO @ research @ | Serial | 1329 | ||
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| Author | Dellagiacoma, T. | ||||
| Title | Contracting as a career option for nurses | Type | Journal Article | ||
| Year | 2007 | Publication | Kai Tiaki: Nursing New Zealand | Abbreviated Journal | |
| Volume | 13 | Issue | 1 | Pages | 20-22 |
| Keywords |
Professional development; Nursing; Work | ||||
| Abstract | A nurse presents research and her own experiences of contracting. Contracting, as defined in this article, refers to a nurse not employed permanently on a wage. It covers agency nursing, short and long fixed-term contracts and secondments. The author identifies the need to continue to develop professionally, which is now a mandatory requirement under the Health Practitioners Competence Assurance (HPCA) Act. Contractors have little, if any financial support to develop professionally, and time taken to do courses is not paid. Taking study leave within a contract may also not be an option. Options for managing professional development in these conditions are offered, including goal setting, investing in education or training, and considering some longer contracts. Practical financial advice and examples are given, including managing accounts and consideration of employment law. The author recommends that skilled nurses looking for interesting ways to develop their careers and to branch out in an entrepreneurial way should seriously consider taking up contract work. | ||||
| Call Number | NRSNZNO @ research @ 996 | Serial | 980 | ||
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| Author | Egan, M. | ||||
| Title | The nursing and midwifery practice structure at Healthcare Hawkes Bay: An evaluation and improvement process | Type | Journal Article | ||
| Year | 1999 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | |
| Volume | 5 | Issue | 8 | Pages | 27-29 |
| Keywords |
Professional development; Nursing; Midwifery | ||||
| Abstract | This article describes the Nursing and Midwifery Practice Structure, which has been in place at Healthcare Hawkes Bay since 1996. It was developed to provide nurses and midwives in clinical positions with a professional development structure, and uses a framework to recognise and reward competence. It encourages clinical progression and was developed to link nursing competence with remuneration. The Practice Structure, based on the work of Patricia Benner (Benner, 1984), is made up of 4 levels: Beginner/Advance Beginner Practitioner, Competent Practitioner, Proficient Practitioner, Expert Practitioner. The Structure was reviewed in 1998, and a Steering Group was formed to collect feedback from nurses and midwives, identify areas of concern, and make recommendations for improvements. At the time of writing, these recommendations are being implemented and systems are being developed to ensure the Nursing and Midwifery Practice Structure continues to develop. | ||||
| Call Number | NRSNZNO @ research @ 971 | Serial | 955 | ||
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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 | ||
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| Author | McArtney, M. | ||||
| Title | Nursing development units: Between a rock and a hard place | Type | |||
| Year | 2000 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords |
Professional development; Nursing | ||||
| Abstract | Practice development, situated at the nurse-patient interface, is a crucial aspect of professional development as a whole. The Nursing Development Unit (NDU) is one model of structured clinical practice development. NDU have their origin in a desire to provide the best possible care for patient through the support and development of autonomous therapeutic nurses. All possible sources of NDU-related literature from 1983-1999 were reviewed to determine the effectiveness of the NDU model. The purpose of the research was to establish the role of the parent organisation in supporting the ongoing viability of NDU; to describe the key processes and activities of NDU that are instrumental in the development of nursing practice; to clarify the role of the NDU in contributing to improved patient outcome; and finally to identify the critical indicator of successful NDUs for their application in the New Zealand context. The study found that British nursing journals have played a large part in promoting the NDU model. The pioneering units were given positive coverage and this has by and large continued. Accreditation systems have been important in maintaining standards and providing a generic framework for implementation. The trend is now towards internal funding from the parent organisation. The review identified a number of key features for the successful establishment of NDUs. NDUs appear to have under emphasised the development of socio-political acumen in the nursing staff. However, the NDU does offer a model for the development of confident, assertive, autonomous professionals. The NDU model values nursing as professional practice. The author concludes that the NDU model has stood the test of time, and demonstrated the ability to be at the vanguard of contemporary practice development. The model is flexible and its potential is maximised when it is tailored to meet the need of the parent organisation. The model has been successfully established in Australia, and has the potential to be adapted and refined for the New Zealand context. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 561 | ||
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| Author | Harry, J. | ||||
| Title | Professional development in nursing through the pages of Kai Tiaki: A comparative analysis – 1920 to 1930 and 2000 to 2006 | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz | |
| Volume | Issue | Pages | |||
| Keywords |
Professional development; Nursing | ||||
| Abstract | Kai Tiaki, first published in New Zealand in 1908, provides a means of communication among New Zealand nurses. It is currently the journal of the New Zealand Nurses Organisation members and previously was aligned to the New Zealand Trained Nurses' Association in the 1920s. This dissertation examines what nurses write about professional development through the pages of Kai Tiaki. Two time periods are examined, 1920 to 1930 and 2000 to 2006. Central to the discussion on professional development is post-registration education. Post-registration education in nursing commenced in New Zealand in 1928, and has progressed to the current day where nurses can engage in post-graduate nursing to master and doctoral level. Kai Tiaki provides a channel for nurses to discuss and debate their thoughts on post-registration and post-graduate education. Two key themes emerge from analysis. Firstly, the survival mode of nurses highlights oppression as a contributing factor to professional development. Secondly, examining the role of the New Zealand Trained Nurses Association (1920s) and the New Zealand Nurses Organisation (2000s) presents an understanding of the political nature of the journal itself and how this influences professional development. This dissertation provides critical reflection on professional development for nurses through the pages of Kai Tiaki and provides suggestions for future research. |
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| Call Number | NRSNZNO @ research @ | Serial | 916 | ||
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| Author | Phillips, B.N. | ||||
| Title | A survey of mental health nurses' opinion of barriers and supports for research | Type | Journal Article | ||
| Year | 2005 | Publication | Nursing Praxis in New Zealand | Abbreviated Journal | |
| Volume | 21 | Issue | 1 | Pages | 24-32 |
| Keywords |
Professional development; Mental health; Nursing research | ||||
| Abstract | This paper reports the findings of a preliminary survey of two district health boards, which shows that high workloads and lack of relief staffing appear as the greatest hurdles to mental health nurses participating in practice-based nursing research. A further constraint on their participation is lack of research expertise and experience. Consultative discussions with senior mental health nurses support these conclusions. In this paper, mentoring and flexible research designs are promoted as possible ways of overcoming these barriers. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 532 | ||
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| Author | Peach, J. | ||||
| Title | The Professional Development Programme: Achievements and outcomes | Type | Journal Article | ||
| Year | 1999 | Publication | Professional Leader | Abbreviated Journal | |
| Volume | 5 | Issue | 1 | Pages | 6-9 |
| Keywords |
Professional development; Evaluation; Nursing | ||||
| Abstract | This article backgrounds the professional development programme instigated at Auckland Hospital in 1988, and reviews the achievements of the past 10 years. It describes PDP and distinguishes it from a clinical career pathway. Specific indicators were used to assess the achievement of the programme, and these are presented. Overall the programme achieved it's outcomes and at a reasonable cost. | ||||
| Call Number | NRSNZNO @ research @ 1289 | Serial | 1274 | ||
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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 | ||
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| Author | Carryer, J.B.; Budge, C.; Russell, A. | ||||
| Title | Measuring perceptions of the Clinical Career Pathway in a New Zealand hospital | Type | Journal Article | ||
| Year | 2002 | Publication | Nursing Praxis in New Zealand | Abbreviated Journal | |
| Volume | 18 | Issue | 3 | Pages | 18-29 |
| Keywords |
Professional development; Careers in nursing; Nursing; Hospitals | ||||
| Abstract | The authors outline the Clinical Career Pathways (CCPs) for nurses, which were first established in New Zealand during the late 1980s. This paper introduces a new instrument, the Clinical Career Pathway Evaluation Tool (CCPET) designed to assess nurses' and midwives' knowledge of and attitudes towards their Clinical Career Pathway. The 51 item instrument takes the form of a self-report questionnaire. The development of the CCPET is described and results from an initial application of the instrument with 239 nurses and midwives in a New Zealand hospital are presented. Results indicate that knowledge levels were moderate in this sample and were correlated with both positive and negative attitudes. Results of t-test comparisons indicated that, on average, the group who had already completed a CCP portfolio had greater knowledge and more positive attitudes than the group who had not. | ||||
| Call Number | NRSNZNO @ research @ 634 | Serial | 620 | ||
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