Haggerty, C., Holloway, K., & Wilson, D. (2012). Entry to nursing practice preceptor education and support : could we do better? Nursing Praxis in New Zealand, 28(1), 30–39.
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.
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Vallance, E., & Scott, S. (2003). A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two. Nursing Praxis in New Zealand, 19(3), 40–49.
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.
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Heath, S., Clendon, S., & Hunter, R. (2020). Fit for educational purpose? : the findings of a mixed methods study of nurses' decisions to participate in professional development and recognition programmes. SCOPE (Health and Wellbeing), 5. Retrieved June 28, 2024, from http://dx.doi.org/https://doi.org/10.34074/scop.3005008
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.
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McLoughlin, N. (2007). Dying to know: Advancing palliative care nursing competence with education in elderly health settings. Ph.D. thesis, , .
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.
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Matheson, S. (2002). Psychiatric/mental health nursing: Positioning undergraduate education. Ph.D. thesis, , .
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.
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Foxall, D. (2013). Barriers in education of indigenous nursing students : a literature review. Nursing Praxis in New Zealand, 29(3), 18–30.
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.
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Bogossian, F., Cooper, S., Kelly, M., Levett-Jones, T., McKenna, L., Slark, J., et al. (2018). 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. Collegian, 25(3). Retrieved June 28, 2024, from http://dx.doi.org/https://doi.org/10.1016/j.colegn.2017.09.003
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.
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Atherton, S., Crossan, M., & Honey, M. (2020). The impact of simulation education amongst nurses to raise the option of tissue donation in an intensive care unit. Nursing Praxis in Aotearoa New Zealand, 36(1). Retrieved June 28, 2024, from http://dx.doi.org/10.36951/27034542.2020.003
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.
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Dick, A., La Grow, S., & Boddy, J. (2009). The effects of staff education on the practice of 'specialling' by care assistants in an acute care setting. Nursing Praxis in New Zealand, 25(1), 17–26.
Abstract: Reports the results of a project aimed at decreasing the use of, and costs associated with, the practice of using care assistants to provide one-to-one observation or 'specialling' in five acute adult medical and surgical wards at a North Island hospital. Performs a retrospective study for the six months pre- and post-intervention due to staff education. Collects data and analyses the results for all patients who had required 'specialling'.
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Wilson, S., & Carryer, J. B. (2008). Emotional competence and nursing education : A New Zealand study. Nursing Praxis in New Zealand, 24(1 (Mar)), 36–47.
Abstract: Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
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Shelah, G. E. (2003). Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education. Ph.D. thesis, , .
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Johnstone, S. (2006). Undergraduate nursing and death education. Ph.D. thesis, , .
Abstract: Death education encompasses many complex realities, for both the students and lecturers involved. This quantitative research explored the experiential and didactic preparation of nursing students through a content analysis, of one New Zealand, three year Bachelor of Nursing programme, in relation to death education. The Otago Polytechnic Bachelor of Nursing programme incorporates compulsory and optional courses, with the courses taught as an integrated programme with a progressive, sequential approach. This approach builds on content, deepening understanding from year to year, as well as providing opportunities for experiential learning and broadening of understanding. The literature review discusses three dominant themes of undergraduate death education: education, death, and transition. The data collection tool incorporates eighteen key terms, ten teaching methods and ten assessment methods. The programme and individual course documents, which define course content, teaching and assessment were scanned and analysed. The findings initially showed limited evidence of death education in course documents, however deeper analysis of the documents showed further evidence over the three year programme. The existence of death education is implied rather than overt throughout many course documents, through the use of broad practice statements. Content analysis is one way of shedding light on programme content in relation to death education. Limitations of the content analysis approach mean measuring experiential and didactic learning is not fully achievable from documentation analysis only. Further development of Bachelor of Nursing death education is an ongoing challenge, with current programmes very full and possibly lacking the capacity to increase content. Bachelor of Nursing programmes are discussed, highlighting the need for student focused learning with emphasis on acquiring and processing information, rather than mastery of content.
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Kinniburgh, L. (2007). Treaty of Waitangi education: A pakeha woman's reflections on her journey. Ph.D. thesis, , .
Abstract: This thesis uses an autoethnographic method to describe the author's personal journey and the influences on teaching the Treaty of Waitangi in the School of Nursing at Otago Polytechnic, from 1985 to 2005. The author starts this exploration as a beginning teaching practitioner in 1985, and continues on with her attendance at the original workshop for trainers by Project Waitangi in 1990. She discusses the influences of her studies towards a Bachelor of Arts at Otago University, through the development of School Charters which influenced her children's schooling and through the process of teaching and facilitating the workshops for Treaty education, until her position in the School of Nursing changed in 2005. She discusses through reflection, the personal influences, the socialisation process of teaching the history of Aotearoa New Zealand to students, the influences of nursing education on Treaty education, the influences of Irihapeti Ramsden's relationship to her journey and also her lecturers at university. She also traces her journey of beginning teaching practice. The author identifies this work as providing a starting place for potential research into the experiences and reflections of nurse educators over this period of time, and across other educational institutes and disciplines. The experiences of students from this teaching would also add to the profession's and the country's knowledge about the relationship of the Treaty of Waitangi to both education and health.
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