| Records |
| Author |
Raleigh, S. |
| Title |
The meaning and importance of service for health professionals |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
ScholarlyCommons@AUT |
| Volume |
|
Issue |
|
Pages |
|
Keywords  |
Qualiltative research; Nursing; Education |
| Abstract |
The primary purpose of this study was to explore and identify the meaning and importance of service for health professionals. Those who participated in this study are all registered nurses who each have between 10 and 40 years of clinical nursing and nurse lecturing experience. The participants each wrote two stories, one about the meaning of service and the other about the importance of service. Definitions of service generally suggest organised labour involving an act of help or assistance. Our intent was to understand what constituted service for each of us in the healthcare – and specifically the nursing practice/education – context. A secondary purpose of this qualitative research was guided by participatory and critical theory paradigms. Seven participants and the initiating researcher formed a co-operative inquiry group to undertake the research using a collaborative process. Within this method the leader and the group became co-participants and co-researchers. Nurses and women are identified as marginalised people and by honouring the principles of co-operative inquiry we were empowered through this process. While the initial data was analysed thematically by the lead researcher, the original 19 sub-themes were refined by participants into five themes. The findings of the participants are consistent with overseas studies on emotional labour and sentimental work. The five themes that emerged as the meaning of service are helping, giving, elements of service, acts of doing, and pride in work. This study affirmed that service has much importance to those involved and deepened our understanding of the blend of meanings service expresses. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1204 |
| Permanent link to this record |
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| Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
| Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
15 |
Issue |
1 |
Pages |
13-22 |
| Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
| Abstract |
The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis. |
| Call Number |
NRSNZNO @ research @ |
Serial |
636 |
| Permanent link to this record |
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| Author |
Fourie, W.; Oliver, J.D. |
| Title |
Defining currency of practice for nurse educators |
Type |
Journal Article |
| Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
18 |
Issue |
3 |
Pages |
30-39 |
| Keywords |
Quality assurance; Professional competence; Education |
| Abstract |
Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained. |
| Call Number |
NRSNZNO @ research @ |
Serial |
614 |
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| Author |
Horsburgh, M.; Merry, A.; Seddon, M.; Baker, H.; Poole, P.; Shaw, J.; Wade, J. |
| Title |
Educating for healthcare quality improvement in an interprofessional learning environment: A New Zealand initiative |
Type |
Journal Article |
| Year |
2006 |
Publication |
Journal of Interprofessional Care |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
5 |
Pages |
555-557 |
| Keywords |
Quality of health care; Multidisciplinary care teams; Nursing; Education; Maori; Patient safety |
| Abstract |
This article describes two interprofessional learning modules offered by the Faculty of Medical and Health Sciences at the University of Auckland to undergraduate medicine, nursing and pharmacy students. The modules, 'Maori Health“ and ”Patient Safety", have a focus on quality improvement in healthcare and are used to bring together students for a shared learning programme.The specific dimensions of healthcare quality covered in the programme are: patient safety, equity, access, effectiveness, efficacy and patient-centeredness. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1042 |
| Permanent link to this record |
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| Author |
Foxall, Donna |
| Title |
Barriers in education of indigenous nursing students : a literature review |
Type |
Journal Article |
| Year |
2013 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
29 |
Issue |
3 |
Pages |
18-30 |
| Keywords |
Recruitment; Retention; Nurse education; Cultural safety; Maori |
| Abstract |
Reports the findings of a review of the literature that sought to identify key barriers for indigenous tertiary nursing students in NZ. Reveals the barriers to recruitment and retention of nursing students, and strategies to overcome them. Stresses the need for partnerships between academic institutes and indigenous communities to ensure the provision of a culturally-safe environment for Maori nursing students. |
| Call Number |
NZNO @ research @ |
Serial |
1487 |
| Permanent link to this record |
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| Author |
Hylton, J.A. |
| Title |
Relearning how to learn: Enrolled nurse transition to degree at a New Zealand rural satellite campus |
Type |
Journal Article |
| Year |
2005 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
25 |
Issue |
7 |
Pages |
519-526 |
| Keywords |
Registered nurses; Enrolled nurses; Education; Maori; Scope of practice; Careers in nursing; Rural nursing |
| Abstract |
This paper reports a study that examined the factors that assisted or hindered the transition of a group of enrolled nurses to registration/degree programmes, via a flexible course developed by a North Island tertiary institution. The study follows ten enrolled nurses, primarily Maori and working in rural settings, as they continued to work while studying at a small satellite campus. The study was exploratory and descriptive, and utilised focus group interviews. Two major categories emerged from comparative analysis of the data. One category entitled 'relearning how to learn', demonstrated the cognitive and behavioural adaptations made and is the focus of this paper. The other category 'barriers and catapults', demonstrated the physical and environmental factors that influenced the students' transition but is outside the scope of this paper. Recent changes in New Zealand nursing education have witnessed the clarification of scopes of nursing practice and the controversial development of a new Certificate in Health Science (Nurse Assistant). Currently enrolled nurses are again facing threats to employment and it is envisaged that many will be seeking to undertake transition to registered nurse in the near future. |
| Call Number |
NRSNZNO @ research @ |
Serial |
842 |
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| Author |
Jamieson, Isabel; Harding, Thomas |
| Title |
The perspectives of key stakeholders regarding New Zealand's first graduate-entry nursing programme |
Type |
Journal Article |
| Year |
2019 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
|
| Volume |
10 |
Issue |
1 |
Pages |
8-14 |
| Keywords |
Registered nurses; Nursing education; Graduate entry; Case study |
| Abstract |
Backgrounds the circumstances surrounding the establishment of NZ's first graduate-entry registered nursing programme in 2014 an the Christchurch Polytechnic Institute of Technology and the University of Canterbury. Undertakes a qualitative, descriptive case-study involving purposive sampling of stakeholders in the programme's establishment |
| Call Number |
NZNO @ research @ |
Serial |
1619 |
| Permanent link to this record |
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| Author |
Isles, P. |
| Title |
An exploration of the difference that academic study makes to Registered General Nurses and Registered General and Obstetric Nurses |
Type |
Report |
| Year |
2003 |
Publication |
|
Abbreviated Journal |
National Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Registered nurses; Training; Nursing; Education |
| Abstract |
This paper reports the findings of a three-year longitudinal study of registered nurses studying on a part-time basis towards their Bachelor of Nursing degree. Registered General Nurses and Registered General and Obstetric Nurses have been subject to a good deal of pressure to upgrade their qualifications – from their workplaces, but also from a recognition amongst themselves and their peers that to advance in their careers they need to have equivalent qualifications to new graduates. This study looks at what difference academic study makes to registered nursing practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1158 |
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| Author |
Phibbs, S.; Curtis, B. |
| Title |
Gender, nursing and the PBRF |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
22 |
Issue |
2 |
Pages |
4-11 |
| Keywords |
Research; Sex discrimination; Administration; Education |
| Abstract |
The authors examine gender based disparities for academics with respect to remuneration, academic grading and Perfomance Based Research Fund (PBRF) scores, whereby women do less well than men in each of these areas. In this article individualised explanations for the failure of women to progress are set in the context of a critical exploration of the PBRF evaluation methodology. It is argued that both academia and the PBRF research assessment exercise embody a form of academic masculinity that systematically disadvantages women in general and nursing in particular. |
| Call Number |
NRSNZNO @ research @ 538 |
Serial |
524 |
| Permanent link to this record |
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| Author |
Drake, M.; Stokes, G. |
| Title |
Managing pre-registration student risk: A professional and legislative minefield |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
1 |
Pages |
15-27 |
| Keywords |
Risk management; Education; Law and legislation; Nursing |
| Abstract |
This article reports data from 15 schools of nursing, surveyed to identify difficulties experienced by nurse educators with respect to entry, progression and programme completion of undergraduate nursing students. Risk assessment, along with a lack of clear policy and procedures were found to be the main problem areas. Difficulties were exacerbated for educators when there were challenges to their professional judgement, either from the Nursing Council of New Zealand or from within their own institution. The authors argue for more recognition of the dual role of nurse educators, and greater clarification of the Nursing Council of New Zealand role in regulating the student's programme entry and progression, and ultimate admission to the Register. It is suggested that the recently passed Health Practitioners Competence Assurance Act (2003) provides nursing with an opportunity to address some of these issues. |
| Call Number |
NRSNZNO @ research @ |
Serial |
546 |
| Permanent link to this record |
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| Author |
Smythe, Liz |
| Title |
Re-collecting and 'thinking' the story of New Zealand's postgraduate nursing scholarship development |
Type |
Journal Article |
| Year |
2008 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
24 |
Issue |
3 |
Pages |
27-40 |
| Keywords |
Scholarship; Postgraduate education; Heidegger |
| Abstract |
Looks at the history of postgraduate scholarly nursing study over the past 40 years. Performs hermeneutic analysis of nurse scholars' reflections on nursing finding its own body of knowledge and moving into research. |
| Call Number |
NZNO @ research @ |
Serial |
1437 |
| Permanent link to this record |
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| Author |
Seccombe, J.; Stewart, C. |
| Title |
Motivation or self-directed learning: student perspectives |
Type |
Journal Article |
| Year |
2014 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
|
| Volume |
5 |
Issue |
1 |
Pages |
21-24 |
| Keywords |
Self-directed learning; Nursing education; Student motivation; Online learning |
| Abstract |
Conducts a study of 90 undergraduate Bachelor of Nursing (BN) students in order to identify factors that motivate student nurses to undertake self-directed learning (SDL). Adapts an overseas rating scale questionnaire to survey third-year BN students to identify intrinsic or extrinsic factors that influence students' SDL behaviour. Categorises survey results in relation to content and navigation of the learning package; monitoring and management of personal learning; and relevance to topic and link to paper assessment. |
| Call Number |
NZNO @ research @ |
Serial |
1401 |
| Permanent link to this record |
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| Author |
Marshall, Diane; Honey, Michelle |
| Title |
Simulated actor patients support clinical skill development in undergraduate nurses: a qualitative study |
Type |
Journal Article |
| Year |
2021 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
| Volume |
37 |
Issue |
2 |
Pages |
35-44 |
| Keywords |
Simulation education; Actor patients; Clinical skill development; Nursing students; Child health nursing |
| Abstract |
Explores volunteer actor patients' contribution to developing nursing students' clinical skills from the patient actors' perspective within a simulation learning environment. Describes how actor patients work with nursing students during simulation, providing feedback following each simulation. Conducts focus group interviews with four of these actor patients about their interactions with students, communication, the provision of realism, student engagement, and feedback to students. |
| Call Number |
NZNO @ research @ |
Serial |
1707 |
| Permanent link to this record |
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| Author |
Bogossian, F.; Cooper, S.; Kelly, M.; Levett-Jones, T.; McKenna, L.; Slark, J.; Seaton, P. |
| Title |
Best practice in clinical simulation education -- are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education |
Type |
Journal Article |
| Year |
2018 |
Publication |
Collegian |
Abbreviated Journal |
|
| Volume |
25 |
Issue |
3 |
Pages |
327-334 |
| Keywords |
Simulation education; Nursing students; Clinical simulation; Surveys |
| Abstract |
Describes the current use of simulation in tertiary nursing education programmes leading to nurse registration, in Australia and NZ. Determines whether investments in simulation have improved uptake, quality and diversity of simulation experiences. Conducts a cross-sectional electronic survey distributed to lead nursing academics in nursing registration programmes in both countries. |
| Call Number |
NZNO @ research @ |
Serial |
1786 |
| Permanent link to this record |
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| Author |
Atherton, Susan; Crossan, Michael; Honey, Michelle |
| Title |
The impact of simulation education amongst nurses to raise the option of tissue donation in an intensive care unit |
Type |
Journal Article |
| Year |
2020 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
| Volume |
36 |
Issue |
1 |
Pages |
20-29 |
| Keywords |
Simulation education; Tissue donation; Intensive care unit |
| Abstract |
Explores the impact of simulation education on nurses' perception and experiences of raising the option of tissue donation with families of deceased patients in an intensive care unit. Conducts semi-structured interviews with 5 of 21 nurses participating in simulated education sessions involving family conversations about donation. Identifies four themes: rehearsal, confidence, nurse-family relationship, and sharing. |
| Call Number |
NZNO @ research @ |
Serial |
1673 |
| Permanent link to this record |
