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Rydon, S. E., Rolleston, A., & Mackie, J. (2008). Graduates and initial employment. Nurse Education Today, 28(5), 610–619.
Abstract: This research project was undertaken to inform nurse educators in the Department of Nursing and Health Studies of Manukau Institute of Technology of the employment opportunities for new graduate nurses emerging from the three year degree and registration programme. Graduates from the programme for the previous three years were surveyed for their experiences in gaining employment. 89.8% of graduates were successful in gaining employment in the first three months post registration. The number of graduates employed within a district health board declined across the three years but there were no significant differences between cohorts. Overall, 73% of graduates were employed into new graduate positions. The majority of graduates felt that their nursing education prepared them well for their role as a registered nurse. The findings of the qualitative data identified a strong need for science throughout the degree; longer clinical blocks; increased hands on experience; more practice with skills and less theory in relation to practical experience.
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Hughes, F., Duke, J., Bamford-Wade, A., & Moss, C. (2006). Enhancing nursing leadership through policy, politics, and strategic alliances. Nurse Leader, 4(2), 24–27.
Abstract: This paper looks at the links between nursing roles and health policy in New Zealand. Strategic alliances between key professional leaders in different nursing roles can help the profession by directly influencing policy development and implementation. This form of policy entrepreneurship is an important component of professional leadership.
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Speed, G. (2003). Advanced nurse practice. Nursing dialogue: A Professional Journal for nurses, 10, 6–12.
Abstract: The concept and characteristics of advanced nursing practice in New Zealand and overseas is compared with the nurse practitioner role. There is an international debate over definitions of advanced nursing and the range of roles that have developed. The rationale for the nurse practitioner role in New Zealand is examined, along with the associated legislation currently before Parliament. Job titles and roles of nurses within the Waikato Hospital intensive care unit are discussed and ways of developing the role of nurse practitioner are presented.
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Wareham, P., McCallin, A., & Diesfeld, K. (2005). Advance directives: The New Zealand context. Nursing Ethics, 12(4), 349–359.
Abstract: Advance directives convey consumers' wishes about accepting or refusing future treatment if they become incompetent. There are associated ethical issues for health practitioners and this article considers the features that are relevant to nurses. In New Zealand, consumers have a legal right to use an advance directive that is not limited to life-prolonging care and includes general health procedures. Concerns may arise regarding a consumer's competence and the document's validity. Nurses need to understand their legal and professional obligations to comply with an advance directive. What role does a nurse play and what questions arise for a nurse when advance directives are discussed with consumers? This article considers the cultural dimensions, legal boundaries, consumers' and providers' perspectives, and the medical and nursing positions in New Zealand.
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Woods, M. (2001). Balancing rights and duties in 'life and death' decision making involving children: A role for nurses? Nursing Ethics, 8(5), 397–408.
Abstract: This article examines a growing number of cases in New Zealand in which parents and guardians are required to make life and death ethical decisions on behalf of their seriously ill child. Increasingly, nurses and other practitioners are expected to more closely inform, involve and support the rights of parents or guardians in such situations. Differing moral and ethical values between the medical team and parents or guardians can lead to difficult decision making situations. The article analyses the moral parameters, processes, outcomes and ethical responses that must be considered when life and death ethical decisions involving children are made. It concludes with a recommendation that nurses should be recognised as perhaps the most suitable of all health care personnel when careful mediation is needed to produce an acceptable moral outcome in difficult ethical situations.
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Woods, M. (1999). A nursing ethic: The moral voice of experienced nurses. Nursing Ethics, 6(5), 423–433.
Abstract: This article presents discussion on some of the main findings of a recently completed study on nursing ethics in New Zealand. An interpretation of a nurse's story taken from the study is offered and suggestions are made for nursing ethics education.
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Richardson, S. (2004). Aoteaoroa/New Zealand nursing: From eugenics to cultural safety. Nursing Inquiry, 11(1), 35–42.
Abstract: The concept of cultural safety offers a unique approach to nursing practice, based on recognition of the power differentials inherent in any interaction. Clarification of the concept is offered, together with a review of the historical shift in nursing attitudes that has led to the emergence of “cultural safety” as a viable and valued component of nursing practice. The argument is made that cultural safety has allowed for a more reflective, critical understanding of the actions of nursing to develop. This includes recognition that nurses' attitudes and values have inevitably been influenced by social and political forces, and as such are in part reflective of those within the wider community. Comparison between the support given by nurses in the early 1900s to the theory of eugenics and the current acceptance of cultural safety is used to highlight this point. An examination of the literature identifies that ideological and conceptual changes have occurred in the approach of Aoteaoroa/New Zealand nurses to issues with cultural implications for practice. A review of background factors relating to Maori health status and the Treaty of Waitangi is presented as a necessary context to the overall discussion. The discussion concludes with an acknowledgement that while the rhetoric of cultural safety is now part of nursing culture in New Zealand, there is no firm evidence to evaluate its impact in practice. Issues identified as impacting on the ability to assess/research a concept, such as cultural safety, are discussed. For cultural safety to become recognised as a credible (and indispensable) tool, it is necessary to further examine the “end-point” or “outcomes” of the process.
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Dobbs, L. (2006). Can evidence improve nursing practice? coda, An Institutional Repository for the New Zealand ITP Sector, 10, 27–32.
Abstract: Evidenced Based Practice is aimed at providing safe, effective and cost-appropriate health care. The utilisation of EBP in nursing has proved to be valuable not only for patients and nurses, but also for other health professionals and the wider community. However, despite the recognised benefits of EBP, a significant gap between theory and practice exists. This paper explores some of the issues behind not implementing EBP, such as comfort with traditional practices, lack of engagement with EBP, and time constraints.
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Giddings, D. L. S., & Smith, M. C. (2001). Stories of lesbian in/visibility in nursing. Nursing Outlook, 49(1), 14–19.
Abstract: A study of the life histories of five self-identified lesbian women in nursing is reported. A metastory of “In/Visibility” captured the essence of lesbians being the focus of intense scrutiny while at the same time feeling the pressure to keep their lifestyle and identity hidden from others. Seven story themes were elaborated: closeting of lesbianism in nursing, isolating and hiding from self and others, living a double-life, self-loathing and shame, experiencing discrimination from others, keeping safe, and threatening others who are closeted.
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Rademeyer, M., Roy, D., & Gasquoine, S. (2020). A stroke of grief and devotion: A hermeneutic enquiry of a family's lived experience two years post-stroke. Nursing Praxis in Aotearoa New Zealand, 36(1). Retrieved July 1, 2024, from http://dx.doi.org/10.36951/27034542.2020.002
Abstract: Explores the post-stroke experiences of family two years after a patient's stroke, as part of a larger four-year longitudinal hermeneutic phenomenological inquiry. Conducts three semi-structured interviews with participants at 6-week, one-year, and two-year intervals.
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Hutchinson, R., Adams, S., & Cook, C. (2020). From regulation to practice: Mapping the organisational readiness for registered nurse prescribers in a specialty outpatient clinic setting. Nursing Praxis in Aotearoa New Zealand, 36(1). Retrieved July 1, 2024, from http://dx.doi.org/10.36951/27034542.2020.004
Abstract: Asserts that registered-nurse (RN) prescribing could improve equitable access and care delivery for patients. Uses a mapping tool to reflect how one RN qualified to deliver prescribing services in a sexual health clinic. Emphasises the need for organisational readiness to employ RN prescribers.
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Lim, G., Roberts, K., Marshall, D., & Honey, M. (2020). Factors that influence registered nurse prescribers' antibiotic prescribing practices. Nursing Praxis in Aotearoa New Zealand, 36(1). Retrieved July 1, 2024, from http://dx.doi.org/10.36951/27034542.2020.005
Abstract: Investigates the attitudes of RN prescribers towards prescribing antibiotics, in the context of increasing antimicrobial resistance (AMR). Focuses on six nurse prescribers in primary health and specialty teams, who are permitted to prescribe antibiotics, asking about their clinical assessments of patients and safety considerations of prescribed antibiotics.
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Neville, S., Montayre, J., Napier, S., Macdiarmid, R., Holroyd, E., Britnell, S., et al. (2021). Blended Learning in Aotearoa New Zealand and Australian programmes that lead to registration as a nurse: an integrative review. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved July 1, 2024, from www.nursingpraxis.org
Abstract: Updates what is currently known about blended learning -- the combination of online and face-to-face tuition -- within the NZ and Australian nursing education context, generating new perspectives to inform the evidence-based use of blended learning. Conducts an integrative review, summarising findings in five categories: definitions, teacher qualities; benefits, challenges, and future considerations.
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Marshall, D., & Honey, M. (2021). Simulated actor patients support clinical skill development in undergraduate nurses: a qualitative study. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved July 1, 2024, from www.nursingpraxis.org
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.
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McLelland, H., Hindmarsh, J. H., & Akroyd, S. (2021). Effective HPV vaccination with Maori male students: Evaluation of a Kaupapa Maori primary-health-care initiative. Nursing Praxis in Aotearoa New Zealand, 37(2). Retrieved July 1, 2024, from www.nursingpraxis.org
Abstract: Reports on a local multi-component initiative to improve local Human Papillomavirus (HPV) vaccination coverage among Maori male students aged 13-17 years in a rural location in Aotearoa New Zealand. Backgrounds the initiative co-designed by the rural health nurse from a community clinic of the Hauora (Maori health provider) and the principal of the local area school, in order to improve health literacy and provide an environment to support student consent to vaccination. Undertakes an evaluation of the initiative in 2018, comprising 10 key informant interviews and a group discussion with eight male students. Identifies the factors associated with the success of the initiative.
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