Abstract: Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings.

Abstract: Conducts thematic analysis to identify two predominant gender scripts: of nursing as women's work, and that men who nurse are homosexual. Notes the associated themes of the effect of negative stereotyping on male nurses' career choice, and their resistance to the stereotype of normative masculinity. Considers that the same barriers to men becoming nurses have remained unchanged since first identified and discussed in the 1960s.

Abstract: Draws on a conversation between Wood and Adams, both tauiwi (non-Maori) academics, exploring challenges, innovations, and paradigms of care at a time in NZ history when colonising processes had already affected Maori. Traces the origins of rural, district and Plunket nursing. Provides insight into the structure and content of the book, its value in recording the history, proactive leadership, and practice of modern nursing as instigated by the British nursing diaspora.

Abstract: Maintains that achieving health equity for indigenous populations requires indigenous nursing leadership to develop and implement new systems of care delivery. Develops a consensus among indigenous nurse academics from Australia, Canada, NZ and the US on the three themes of nursing leadership, to redress colonial injustices, to contribute to models of care and to enhance the indigenous workforce. Highlights five indigenous strategies for influencing outcomes: nationhood and reconcilation as levers for change; nursing leadership; workforce strategies; culturally-safe practices and models of care; nurse activism.

Abstract: Argues that nurses undertaking doctoral research have a responsibility to ensure their research engages with international nursing research and is relevant post-doctorally. Distinguishes between the purpose of PhDs and Professional Doctorates. Finds that nursing doctoral graduates are impeded from assuming leading roles in funded research. Attempts to find ways to address this challenge, suggesting that remote attendance at conferences and Internet communication with nurse researchers overseas encourages an international perspective on nursing topics. Backgrounds the establishment of an international nursing research community between Oxford Brookes University in the UK and Victoria University of Wellington in NZ.

Abstract: Examines nursing students' knowledge about services, their access to facilities and their confidence in referring sources of health promotion to other students. Offers a web-based survey to nursing students at 23 nursing schools providing undergraduate nursing education in NZ. Conducts descriptive statistical analysis and compares groups based on age, year of study and ethnicity, using 2-sample t-tests. Describes the responses regarding service availability, health-promoting aspects of each campus, and confidence in provision of health advice.

Abstract: Undertakes an evidence-based practice pilot project to examine the effectiveness of simulation-based learning in teaching nursing students to become aware of the role of stress, anxiety and distraction in medication errors. Stresses the importance of medication-error prevention at the pre-licensure level, by increasing awareness of patient safety culture. Notes the need to teach nursing students self-awareness of the distractions and stresses within the clinical environment and therefore the need for self-care to avoid medication error.

Abstract: Explores the humanistic values of professional nurses practising in medical ward environments and how these values are lived in day-to-day nursing practice on three medical wards in NZ using observations, focus groups, interviews, a burn-out survey and theoretical application. Challenges the nursing profession to acknowledge and address the visibility of nursing values in contemporary practice, as well as acknowledge the dissonance that exists between the values of nursing and the values that drive healthcare delivery.