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O'Brien, A. J. (2001). The therapeutic relationship: Historical development and contemporary significance. Journal of Psychiatric & Mental Health Nursing, 8(2), 129–137.
Abstract: This article examines the therapeutic relationship, a concept held by many to be fundamental to the identity of mental health nurses. While the therapeutic relationship was given formal expression in nursing theory in the middle of the last century, its origins can be traced to attendants' interpersonal practices in the asylum era. The dominance of medical understandings of mental distress, and the working-class status of asylum attendants, prevented the development of an account of mental health nursing based on attendants' relationships with asylum inmates. It was left to Peplau and other nursing theorists to describe mental health nursing as a therapeutic relationship in the 1940s and later. Some distinctive features of colonial life in New Zealand suggest that the ideal of the attendant as the embodiment of bourgeoisie values seems particularly unlikely to have been realised in the New Zealand context. However, New Zealand literature from the 20th century shows that the therapeutic relationship, as part of a general development of a therapeutic discourse, came to assume a central place in conceptualisations of mental health nursing. While the therapeutic relationship is not by itself a sufficient basis for professional continuity, it continues to play a fundamental role in mental health nurses' professional identity. The way in which the therapeutic relationship is articulated in the future will determine the meaning of the therapeutic relationship for future generations of mental health nurses.
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Hughes, F. (2006). Reconnecting with policy: Requirements for survival as a mental health nurse. Journal of Psychosocial Nursing & Mental Health Services, 44(8), 30–39.
Abstract: This article discusses the disconnection between mental health nurses and policy, and the importance of reconnecting such relationships. It is suggested this will benefit consumers, provide influence in health care policies and, ultimately, contribute to strategies to improve the health of our nation. In this article, the author draws on her own experiences and applies these to a discussion of how mental health nurses can influence and strengthen their relationships with nursing policy.
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Giddings, D. L. S. (2006). Mixed-methods research: Positivism dressed in drag. Journal of Research in Nursing, 11(3), 195–203.
Abstract: The author critiques the claim that mixed method research is a third methodology, and the implied belief that the mixing of qualitative and quantitative methods will produce the 'best of both worlds'. The author suggests that this assumption, combined with inherent promises of inclusiveness, takes on a reality and certainty in research findings that serves well the powerful nexus of economic restraint and evidence-based practice. The author argues that the use of the terms 'qualitative' and 'quantitative' as normative descriptors reinforces their binary positioning, effectively marginalising the methodological diversity within them. Ideologically, mixed methods covers for the continuing hegemony of positivism, albeit in its more moderate, postpositivist form. If naively interpreted, mixed methods could become the preferred approach in the teaching and doing of research. The author concludes that rather than the promotion of more co-operative and complex designs for increasingly complex social and health issues, economic and administrative pressures may lead to demands for the 'quick fix' that mixed methods appears to offer.
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DeSouza, R. (2008). Wellness for all: The possibilities of cultural safety and cultural competence in New Zealand. Journal of Research in Nursing, 13(2), 125–135.
Abstract: The author contends that responses to cultural diversity in nursing need to consider the theory and practice developments of the profession, whilst also responding to broader social and historical process that prevent marginalised groups from utilising universal health services. A combination of approaches is suggested in this paper to meet these two imperatives. Cultural safety is one indigenous New Zealand nursing approach derived in response to inequalities for Maori, whereas cultural competence is an imported paradigm derived from a multicultural context. Furthermore, research and dialogue are required to examine points of complementarity and tension. This paper offers a beginning for this process.
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Peri, K., Kerse, N., Kiata, L., Wilkinson, T., Robinson, E., Parsons, J., et al. (2008). Promoting independence in residential care: Successful recruitment for a randomized controlled trial. Journal of the American Medical Directors Association, 9(4), 251–256.
Abstract: The aim of this study was to describe the recruitment strategy and association between facility and staff characteristics and success of resident recruitment for the Promoting Independence in Residential Care (PIRC) trial. A global impression of staff willingness to facilitate research was gauged by research nurses, facility characteristics were measured by staff interview. Forty-one (85%) facilities and 682 (83%) residents participated, median age was 85 years (range 65-101), and 74% were women. Participants had complex health problems. Recruitment rates were associated (but did not increase linearly) with the perceived willingness of staff, and were not associated with facility size. Design effects from the cluster recruitment differed according to outcome. The recruitment strategy was successful in recruiting a large sample of people with complex comorbidities and high levels of functional disability despite perceptions of staff reluctance. Staff willingness was related to recruitment success.
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Mears, A. (2003). The role of the clinical nurse co-ordinator. Journal of the Australasian Rehabilitation Nurses Association, 6(3), 24–25.
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Corbett, A. (2004). Cultural safety: A New Zealand experience. Journal of the Australasian Rehabilitation Nurses Association, 7(1), 14–17.
Abstract: The Indigenous Nursing Education Working Group report “Gettin em n keepin em”, was presented at the Australasian Nurse Educators Conference held in Rotorua, New Zealand. The practicalities of the implementation of this report were challenged in light of the experiences of New Zealand nurse educators in implementing the concepts of cultural safety into undergraduate nurse education in New Zealand. The experiences of one Maori family with the Australian health system is given to illustrate the points made.
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Wepa, D. (2003). An exploration of the experiences of cultural safety educators in New Zealand: An action research approach. Journal of Transcultural Nursing, 14(4), 339–348.
Abstract: This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organisational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout.
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Spence, D. (2001). Prejudice, paradox, and possibility: Nursing people from cultures other than one's own. Journal of Transcultural Nursing, 12(2), 100–106.
Abstract: This article provides a brief overview of the findings of a hermeneutic study that explored the experience of nursing people from cultures other than one's own. The notions prejudice, paradox, and possibility are argued to describe this phenomenon. Nurses in New Zealand are being challenged to recognise and address racism in their practice. Yet, the implementation of cultural safety in nursing education has created tension within the profession and between nursing and the wider community. As nurses negotiate the conflicts essential for ongoing development of their practice, the play of prejudice, paradox, and possibility is evident at intrapersonal and interpersonal levels as well as in relation to professional and other discourses. Nurses are challenged to continue their efforts to understand and move beyond the prejudices that otherwise preclude the exploration of new possibilities.
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Curtis, K., & Donoghue, J. (2008). The trauma nurse coordinator in Australia and New Zealand: A progress survey of demographics, role function, and resources. Journal of Trauma Nursing, 15(2), 34–42.
Abstract: An initial profile of the demographics and current practice of Australian trauma nurse coordinators (TNCs) was conducted in 2003. The study identified common and differing role components, provided information to assist with establishing national parameters for the role, and identified the resources perceived necessary to enable the role to be performed effectively. This article compares the findings of the 2003 study with a 2007 survey, expanded to include New Zealand trauma coordinators. Forty-nine people, identified as working in a TNC capacity in Australia and New Zealand, were invited to participate in February 2007. Participation in the research enabled an update of the previously compiled Australia/New Zealand trauma network list. Thirty-six surveys (71.5% response rate) were returned. Descriptive statistics were undertaken for each item, and comparisons were made among states, territories, and countries. Participants reported that most of their time was spent fulfilling the trauma registry component of the role (27% of total hours), followed by quality and clinical activities (19% of total hours), education, and administration. The component associated with the least amount of time was outreach (3% of total hours). Although the proportion of time has almost halved since 2003, TNCs still spend the most time maintaining trauma registries. Compared to the 2003 survey, Australian and New Zealand TNCs are working more unpaid overtime, spending more time performing quality and clinical activities and less time doing data entry. Despite where one works, the role components identified are fulfilled to a certain extent. However, the authors conclude that trauma centres need to provide the TNC with adequate resources if trauma care systems are to be optimally effective
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Pipi, K., Moss, M., & Were, L. (2021). Nga manukura o apopo: sustaining kaupapa Maori nurse and midwifery leadership. Kai Tiaki Nursing Research, 12(1), 16–24.
Abstract: Analyses and synthesises the evaluation reports of the clinical leadership training programmes of Nga Manukura o Apopo, the national Maori nursing and midwifery workforce development programme. Considers how the marae-based Kaupapa Maori training approach contributed to the outcomes. Examines clinical leadership, recruitment, professional development and governance.
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Miles, A., Lesa, R., & Ritchie, L. (2021). Nurses' experiences of providing care in an environment with decentralised nursing stations. Kai Tiaki Nursing Research, 12(1), 25–31.
Abstract: Evaluates nurses' experiences of working in decentralised work stations in NZ hospital wards, in order to explore the interesection between the physical environment and nursing care. Backgrounds the shift away from centralised nursing stations to satellite work stations within wards. Identifies the unintended challenges of the design for nurses. Conducts two focus groups of 7 nurses each about the benefits and disadvantages of such nursing stations.
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Honey, M. L. L. (2010). Methodological issues with case study research. NZNO Library, 1(1), 9–11.
Abstract: Case study research, as a qualitative methodology, attracts some criticism, especially related to rigour, reliability and validity. A New Zealand-based study that explored complex phenomena – flexible learning for postgraduate nurses – provides a practical example of how the case study design can address these criticisms. Through describing the mixed methods used, different sources and methods of data collection, and data analysis, the process of achieving data quality and trustworthiness are highlighted.
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Seaton, L., Seaton, P., & Yarwood, J. (2013). Preparedness: Lessons for educators from the Christchurch disaster. Available through NZNO library, 4(1), 11–16.
Abstract: This study describes the impact of a sudden, traumatic natural disaster on a bachelor of nursing programme, and the capacity and processes required to minimise disruption to programme delivery and student learning. This descriptive case study, undertaken across 2011-2012, collected data through interviews, a survey and artefact collection. Six key themes emerged from the inductive and descriptive statistical analyses: context; communication; leadership and followership; decision making; the need to balance shifting priorities around professional responsibilities and personal imperatives; and taking action and action plans. The conclusions reached emphasise safety as the first priority, encourage personal risk mitigation, and emphasise the importance of ongoing support and flexibility for all staff and students as well as the need for clear communication and decision-making. What is perhaps most important to take from this experience is that a plan does not, by itself, equal preparedness; every institution must look to its own context, consider its own priorities, and formulate its own approach to preparedness.
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Salt, L. (2013). Evaluating critical care outreach and the early warning score tool ? The ward nurse?s viewpoint. Available through NZNO library, 4(1), 17–24.
Abstract: The aim of this research was to ascertain the opinions of ward nurses (registered and enrolled nurses) on a critical care outreach (CCO) service and the early warning score (EWS) tool and how CCO helps them care for ward patients whose condition is deteriorating. An 18-item Likert scale questionnaire was adapted to gain opinions on three aspects of the service: The usability of the EWS tool and the escalation protocol; the role and usefulness of the critical care outreach nurse (CCON); and education and sharing of critical care skills. The research was conducted in a 270-bed New Zealand hospital with a nurse-led outreach team. The survey was distributed to adult general wards. It found 45 percent of ward nurses found EWS useful in identifying patients whose condition was deteriorating, 58 percent found EWS easy to use and 82 percent found EWS helped them prioritise workloads. On the role and usefulness of the CCON, 41 percent of surveyed nurses found the post-ICU review helpful, 65 said CCONs were approachable, 71 percent found the CCON shift time of 3pm-11pm was useful, 69 percent said the CCON demonstrated sound clinical knowledge, and 54 percent rated CCONs teaching as sufficient for their needs. When CCO was present, nurses were able to formulate an effective management plan for potentially deteriorating patients and acquired critical care skills needed to manage such patients. The results are comparable with other research which sought nurse opinion of CCO. It indicates nurses believe CCO to be instrumental in increasing critical care skills to prevent deterioration in the clinical area.
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