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Author |
Title |
Year |
Publication ![sorted by Publication field, ascending order (up)](img/sort_asc.gif) |
Volume |
Pages |
Links |
|
Seccombe, J. |
Nursing students and people with disabilities: Changing curriculum, changing attitudes? |
2004 |
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Lynes, H. |
Partnership or collaboration? Exploring professional relationships between public health nurses and school staff in Otago, New Zealand |
2004 |
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Baur, P. |
Patients who present to the emergency department but do not wait: An exploratory study |
2004 |
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Beaton, T. |
Postnatal depression: Four women's experiences of care from a nurse |
2004 |
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Ritchie, M.S. |
Process evaluation of an emergency department family violence intervention programme |
2004 |
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Hewson, J. |
Professional support for the nurse practitioner in New Zealand |
2004 |
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Clayton, J.R. |
The recovery of hope: A personal journey through paradigms toward emancipatory practice |
2004 |
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Shelah, G.E. |
Enabling pedagogy: An enquiry into New Zealand students' experience of bioscience in pre-registration nursing education |
2003 |
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Smillie, A. |
The end of tranquillity? An exploration of some organisational and societal factors that generated discord upon the introduction of trained nurses into New Zealand hospitals, 1885-1914 |
2003 |
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Bresaz, D.M. |
Environmental influences on inpatient assaultive behaviour |
2003 |
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Laracy, K. |
Exploration of the self: The journey of one pakeha cultural safety nurse educator |
2003 |
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Hamer, H.P.; Finlayson, M.; Thom, K.; Hughes, F.; Tomkins, S. |
Mental health nursing and its future: A discussion framework: Report from the Expert Reference Group to the Deputy Director-General Dr Janice Wilson |
2006 |
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Atherfold, C. |
Will someone walk with me? A case study exploration of graduate nurses' perceptions of the preceptored experience |
2008 |
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Honeyfield, Margy |
The necessity of effective nursing leadership for the retention of professional hospital nurses |
2008 |
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64 |
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Richardson, F.I. |
What is it like to teach cultural safety in a New Zealand nursing education programme? |
2000 |
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