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Carryer, J. B., Budge, C., & Russell, A. (2002). Measuring perceptions of the Clinical Career Pathway in a New Zealand hospital. Nursing Praxis in New Zealand, 18(3), 18–29.
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.
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McKenna, B. (2002). Risk assessment of violence to others: Time for action. Nursing Praxis in New Zealand, 18(1), 36–43.
Abstract: The author performs a literature search on the topics of risk assessment, dangerousness, aggression, and violence in order to determine an evidence-based approach to risk assessment of patient violence towards others. This is set in the context of possible expansion in the scope of practice of mental health nurses, and the prevalence of nurses being assaulted by patients. In the absence of reliable and valid nursing risk assessment measures, the approach suggested here focuses on the use of observation skills to detect behaviour antecedent to physical assault, and the ability to adapt evidence to specific clinical settings.
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Thompson, R., & Farrow, T. (1999). The Workbook Portfolio: Facilitating undergraduate student learning in the mental health clinical area. Nursing Praxis in New Zealand, 14(2), 21–30.
Abstract: This article describes the use of a model that has been developed to assist students in tackling the complex issues surrounding mental health nursing. The Workbook Portfolio has identifiable components that encourage the development of reflective and analytical skills, which allow nurses to practice within an environment that is influenced and determined by a complex, and sometimes contradictory, range of external influences. The article explains the workings of this model so it can be used by educators to for students in the mental health setting.
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Holloway, K. T. (2000). The future for nursing education: UKCC review has relevance for New Zealand. Nursing Praxis in New Zealand, 16(2), 17–24.
Abstract: The author reviews the report 'Fitness for Practice' by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) noting many areas of relevance for New Zealand educators in outlining possible strategies for nursing education. Discussion of some of the recommendations is put in the context of a strategic review of undergraduate nursing education recently commissioned by the Nursing Council of New Zealand. Issues such as recruitment and access to education; retention; clinical assessment and placements; clinical skill acquisition and partnership are valid concerns for educators here also. Internationally, the author suggests, the commonalties in issues of concern lend validity to the concept of the global village and the necessity for a global perspective in health care workforce planning, including educational preparation.
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Slight, C., Marsden, J., & Raynel, S. (2009). The impact of a glaucoma nurse specialist role on glaucoma waiting lists. Nursing Praxis in New Zealand, 25(1), 38–47.
Abstract: Reports on the effect of a 'nurse-led' glaucoma clinic at a large metropolitan hospital, in which patients were recruited from specific categories of glaucoma patients on the waiting list. Audits the impact on the waiting list over a two-year period.
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Manning, L., & Neville, S. (2009). Work-role transition : from staff nurse to clinical nurse educator. Nursing Praxis in New Zealand, 25(2), 41–53.
Abstract: Presents the findings of a study describing Clinical Nurse Educators' experiences, as they recall their transition from staff nurse to the Clinical Nurse Educator role, within a New Zealand District Health Board (DHB). Employs a qualitative descriptive methodology utilising transition theory as a conceptual framework. Interviews a sample of eight Clinical Nurse Educators about their transition from experienced staff nurse to inexperienced senior nurse. Analyses data using a general inductive approach.
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Harding, T. (2009). Swimming against the malestream : men choosing nursing as a career. Nursing Praxis in New Zealand, 25(3), 4–16.
Abstract: Reports on one aspect of a larger study, which used qualitative methods to critically explore the social construction of men as nurses. Draws upon literature pertaining to gender and nursing, and interviews with 18 NZ men, to describe the factors underpinning decisions to turn away from 'malestream' occupations and enter a profession stereotyped as 'women's work'. Outlines the five thematic groupings revealed to be significant with respect to the decision-making process.
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Foster, P., & Neville, S. (2010). Women over the age of 85 years who live alone : a descriptive study. Nursing Praxis in New Zealand, 26(1), 4–13.
Abstract: Explores and describes experiences of older women who live alone in the community, and who are often perceived by both society and health professionals as frail and dependent. Employs a qualitative descriptive methodology to underpin a survey of 5 older women living alone in their own homes, and analyses the data using a general inductive approach. Identifies 3 themes that emerge from the data.
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Mahoney, L. (2010). Children living with a mentally ill parent : the role of public health nurses. Nursing Praxis in New Zealand, 26(2), 4–13.
Abstract: Aims to identify the public health nurses' role with regard to children who are living with a parent who is suffering from a mental illness. Uses a qualitative research design with 8 public health nurses working in rural and urban settings. Conducts focus groups from which data are gathered and analysed thematically using axial coding. Conducts further focus groups with 6 of the participants to evaluate the themes identified.
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Ripekapaia Gloria Ryan, & Wilson, D. (2010). Nga tukitanga mai koka ki tona ira : Maori mothers and child to mother violence. Nursing Praxis in New Zealand, 26(3), 25–35.
Abstract: Explores the experiences of Maori mothers who have been abused by a son or daughter using a qualitative descriptive research design based on kaupapa Maori methodology. Conducts semi-structured interviews with five Maori mothers, recording their experiences of abuse by a child, and its impact on the whanau/family. Analyses the interview transcripts for common themes. Highlights the importance of nurses in facilitating whanau ora (family wellbeing).
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Scott, S.(and others). (2011). The graduate nursing workforce : does an international perspective have relevance for New Zealand? Nursing Praxis in New Zealand, 27(3), 4–12.
Abstract: Reviews studies of nursing graduates that use local, regional or national populations of graduates to explore reasons for turnover over periods of time longer than the first twelve months of transition to practice. Identifies the reasons for mobility within nursing and out of the profession altogether.
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Dallas, J., & Neville, S. (2012). Health education and health screening in a sample of older men : a descriptive survey. Nursing Praxis in New Zealand, 28(1), 6–16.
Abstract: Describes the health education and health screening received by community-dwelling men aged 65 or older. Undertakes a survey of 59 men in Wanganui via a self-administered questionnaire. Investigates the barriers/benefits to healthy living choices.
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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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Neville, S., Adams, J., & Holdershaw, J. (2014). Social marketing campaigns that promote condom use among MSM : a literature review. Nursing Praxis in New Zealand, 30(1), 5–16.
Abstract: Presents a review of the literature on research-based social marketing initiatives designed to decrease sexually-transmitted infections, including HIV, through condom use by men who have sex with men.
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Clendon, J., & McBride-Henry, K. (2014). History of the Child Health and Development Book : part 1, 1920 to 1945. Nursing Praxis in New Zealand, 30(1), 29–41.
Abstract: Traces the history of the Plunket Book, or Well Child/Tamariki Ora Health Book, during the years 1920-1945, chronicling the development of a medicalised relationship between mothers and health professionals during this era.
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