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Author |
McKenna, B. |
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Title |
Bridging the theory-practice gap |
Type |
Journal Article |
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Year |
1999 |
Publication  |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
5 |
Issue |
2 |
Pages |
14-16 |
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Keywords |
Psychiatric nursing; Nursing; Education; Teaching methods |
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Abstract |
The author presents a case study of a joint appointment between a nurse lecturer and a staff nurse in an acute forensic psychiatry unit. He explores the advantages, disadvantages and reasons for success in relation to the findings of a survey of the literature on joint appointments. This technique is seen as a means of narrowing the gap between theory and practice which resulted when nurse training was transferred from hospitals to polytechnics. He highlights the need to develop research methodology to clarify potential benefits of this approach. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1024 |
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Author |
Wepa, D. |
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Title |
An exploration of the experiences of cultural safety educators in New Zealand: An action research approach |
Type |
Journal Article |
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Year |
2003 |
Publication |
Journal of Transcultural Nursing |
Abbreviated Journal |
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Volume |
14 |
Issue |
4 |
Pages |
339-348 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Organisational culture; Maori |
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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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Call Number |
NRSNZNO @ research @ |
Serial |
887 |
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Author |
Honey, M.; Waterworth, S.; Baker, H.; Lenzie-Smith, K. |
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Title |
Reflection in the disability education of undergraduate nurses: An effective learning tool? |
Type |
Journal Article |
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Year |
2006 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
15 |
Issue |
11 |
Pages |
449-453 |
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Keywords |
Nursing; Education; People with disabilities; Teaching methods; Evaluation |
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Abstract |
The aim of this qualitative study was to evaluate the usefulness of formal reflection in the context of undergraduate nursing education during the teaching of a disability module. Reflection is defined as examination and exploration of an issue of concern to help create or clarify meaning.Twelve reflection assignments written by second-year nursing students were analysed. The analysis indicated that students' reflection focused less on their experience of working with people with disabilities and more on their overall learning experience and coping with clinical practice. A central theme, Coping with Clinical Practice, and four sub-themes were identified. Students acknowledged reflection as beneficial to their learning and linked to their clinical practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
839 |
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Author |
Richardson, F.I.; Carryer, J.B. |
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Title |
Teaching cultural safety in a New Zealand nursing education program |
Type |
Journal Article |
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Year |
2005 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
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Volume |
44 |
Issue |
5 |
Pages |
201-208 |
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Keywords |
Cultural safety; Nursing; Education; Teaching methods; Feminist critique; Treaty of Waitangi; Maori |
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Abstract |
This article describes the findings of a research study on the experience of teaching cultural safety. As a teacher of cultural safety, the first author was interested in exploring the experience of teaching the topic with other cultural safety teachers. A qualitative approach situated in a critical theory paradigm was used for the study. The study was informed by the ideas of Foucault and feminist theory. Fourteen women between ages 20 and 60 were interviewed about their experience of teaching cultural safety. Five women were Maori and 9 were Pakeha. Following data analysis, three major themes were identified: that the Treaty of Waitangi provides for an examination of power in cultural safety education; that the broad concept of difference influences the experience of teaching cultural safety; and that the experience of teaching cultural safety has personal, professional, and political dimensions. These dimensions were experienced differently by Maori and Pakeha teachers. |
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Call Number |
NRSNZNO @ research @ |
Serial |
885 |
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Author |
Greenwood, S.; Wright, T.; Nielsen, H. |
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Title |
Conversations in context: Cultural safety and reflexivity in child and family health nursing |
Type |
Journal Article |
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Year |
2006 |
Publication |
Journal of Family Nursing |
Abbreviated Journal |
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Volume |
12 |
Issue |
2 |
Pages |
201-224 |
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Keywords |
Cultural safety; Nursing; Education; Curriculum; Nursing philosophy; Teaching methods; Biculturalism |
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Abstract |
This article outlines some key aspects of the practice of a number of nurse educators and researchers, and their commitment to the needs of their specific region. The group has been based at the Waikato Institute of Technology (WINTEC) over the last decade and have worked collaboratively across primary health, cultural safety, and child and family health domains of the nursing curriculum. They share a common philosophy underpinned by notions of diversity and health equity. The philosophy informs their theoretical inquiry, practice and research interests, and pedagogical concerns. In this article, the nurse researchers begin by situating themselves within the region, its people, and influences before moving into a consideration of the wider political and policy environment. They then consider the destabilising effects of cultural safety education and the tension between biculturalism and multiculturalism in their context. Finally, they reflect on how these ideas inform their work with postgraduate child and family nurses. |
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Call Number |
NRSNZNO @ research @ |
Serial |
883 |
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Author |
Latta, L. |
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Title |
Reflective storytelling to enhance learning from practice experience |
Type |
Book Chapter |
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Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp.67-82). |
Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Terminal care; Palliative care; Teaching methods; Nursing |
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Abstract |
The author looks at the value of using reflective storytelling as a teaching/learning tool in the hospice setting and examines constructs that provide a theoretical underpinning. She also outlines processes that support the implementation of storytelling practice and the creation of a safe space for storytelling. At the end of the chapter, discussion questions are provided by Janice McDrury. |
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Call Number |
NRSNZNO @ research @ |
Serial |
767 |
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Author |
Manning, J. |
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Title |
Formative assessment: Using feedback to enhance learning |
Type |
Book Chapter |
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Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 47-65) |
Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Evaluation; Teaching methods; Nursing; Education |
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Abstract |
This paper explores the literature surrounding the development, definition, process and value of formative feedback. In particular, this review considers how formative assessment can be used by a clinical educator in the practice setting. At the end of the chapter, discussion questions are provided by Rebecca Hennephof. |
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Call Number |
NRSNZNO @ research @ |
Serial |
766 |
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Author |
Honey, M.; North, N.; Gunn, C. |
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Title |
Improving library services for graduate nurse students in New Zealand |
Type |
Journal Article |
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Year |
2006 |
Publication |
Health Information & Libraries Journal |
Abbreviated Journal |
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Volume |
23 |
Issue |
2 |
Pages |
102-109 |
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Keywords |
Nursing; Education; Evidence-based medicine; Teaching methods |
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Abstract |
This paper describes a collaboration between library staff and nurse educators, where information literacy skills are strengthened and embedded in the curriculum. A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. It was found that the university library services were not used by 43% of graduate nursing students . The library staff responded by developing a number of initiatives which aimed to improve awareness of services, access and provide education in a bid to improve literacy skills. |
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Call Number |
NRSNZNO @ research @ |
Serial |
708 |
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Author |
Walker, J.; Bailey, S.; Brasell-Brian, R.; Gould, S. |
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Title |
Evaluating a problem based learning course: An action research study |
Type |
Journal Article |
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Year |
2001 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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Volume |
10 |
Issue |
1/2 |
Pages |
30-38 |
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Keywords |
Nursing; Education; Teaching methods |
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Abstract |
The purpose of this study was to evaluate how the New Zealand style of problem based learning was developing students' understanding and integration of knowledge. The 'pure' problem based learning process has been adapted to move students gradually from teacher direction to taking responsibility for their learning. Two cycles of an action research method were used, involving 4 lecturers and 17 students. Data was collected both quantitatively and qualitatively over a 16-week period. Findings indicated the importance of: explaining the purpose and process of problem based learning; communicating in detail the role of both students and lecturers; keeping communication lines open; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed. |
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Call Number |
NRSNZNO @ research @ |
Serial |
695 |
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Author |
Milligan, K. |
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Title |
Aesthetic knowledge and the use of arts in nursing |
Type |
Journal Article |
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Year |
2002 |
Publication |
Beginning Journeys: A Collection of Work |
Abbreviated Journal |
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Volume |
7 |
Issue |
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Pages |
9-14 |
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Keywords |
Nursing philosophy; Nursing; Education; Teaching methods |
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Abstract |
The author considers aesthetic knowing and the use of the arts in nursing. She identifies concepts that pertain to the art of nursing. The interrelationship of the moral sense and the art of nursing is explored. The author concludes that the mediums of non-fiction, fiction and poetry can provide valuable contributions to the aesthetic way of knowing in nursing education, practice and research. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1094 |
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Author |
Honey, M. |
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Title |
Teaching and learning with technology as enabler: A case study on flexible learning for postgraduate nurses |
Type |
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Year |
2007 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Education; Technology; Nursing; Professional development; Teaching methods |
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Abstract |
The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses, are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students' assessed work and interviews with key stakeholders: student, teacher and the organisation. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. The author concludes that flexible learning improved access, choice, and provided an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as, the author suggests, it is at this level where greater change can be made to improve support for flexible learning provision. |
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Call Number |
NRSNZNO @ research @ |
Serial |
473 |
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Author |
Hickson, E.K. |
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Title |
Developing clinical learning environment evaluation tools using an action research methodology |
Type |
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Year |
2006 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Education; Nursing; Teaching methods; Evaluation |
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Abstract |
The author notes that learning nurses require real clinical experiences in order to apply learnt theory to actual practice. Clinical learning environments have consistently been found to function variably and sub-optimally for both learners and teachers. In order to improve the quality of the clinical learning environment it is necessary to first evaluate how effectively a clinical learning environment is functioning. A number of different methodologies have been used to evaluate clinical learning environments, a recent and successful method being the use of questionnaires or clinical learning environment evaluation tools. The objective of the present study was to develop clinical learning environment evaluation tools for use in a New Zealand hospital health service. Four tools appropriate to evaluate the clinical learning environment from the different perspectives of any type of clinical learner, clinical teacher, clinical manager and programme co-ordinator or nurse lecturer were developed. Six newly graduated nurses, three senior nurses, and the researcher were involved in the development of the evaluation tools over a five month period. A participatory action research methodology was employed. The resultant tools had a unique local focus and were suitably similar to other internationally developed tools. After testing the clinical learning environment evaluation tools, it is hoped that the implementation of the tools will support all stakeholders to understand and consequently optimise the functionality of their clinical learning environment. |
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Call Number |
NRSNZNO @ research @ |
Serial |
504 |
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Author |
Kinniburgh, L. |
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Title |
Treaty of Waitangi education: A pakeha woman's reflections on her journey |
Type |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Volume |
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Issue |
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Pages |
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Keywords |
Treaty of Waitangi; Teaching methods; Education; Nursing |
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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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Call Number |
NRSNZNO @ research @ |
Serial |
568 |
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Author |
Manning, E. |
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Title |
Work-role transition: From staff nurse to clinical nurse educator |
Type |
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Year |
2006 |
Publication |
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Abbreviated Journal |
Massey University Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Teaching methods |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
732 |
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Author |
Clayton, J.R. |
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Title |
The recovery of hope: A personal journey through paradigms toward emancipatory practice |
Type |
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Year |
2004 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Psychiatric Nursing; Mental health; Teaching methods; Nursing philosophy |
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Abstract |
This study traces the author's transition from being a mental health nurse to becoming a facilitator of an education programme, the Health and Wellbeing course, for those in recovery from mental illnesses. Within this transition, she describes a journey from disease-focused paradigms toward emancipatory paradigms, evidenced by her application of the recovery approach to her teaching. The 'recovery approach' proposed by the Mental Health Commission in November 1998, and other models of health, are explored using the methodology of descriptive/interpretive philosophical inquiry, autobiographical narrative and a dialectical research design. The author draws from the philosophies of phenomenology and existentialism to present excerpts from her journals, exemplars, poetry and artwork which illuminate epiphanies occurring as she integrates health paradigms in the design of the Health and Wellbeing course. Within this process the recovery approach is revealed as being consistent with the teaching principles of the Health and Wellbeing course. The author goes on to say that the dialectical research design reveals paradoxes and transformations in nursing, medical, psychological, and humanistic paradigms within the New Zealand socio-political context from the 1970s to 2003. The way these are integrated into her practice as an educator, becomes evident in the dialectical research cycles of being, thinking, developing a project, the encounter of teaching, making sense and communication. These cycles reveal her being in the roles of nurse and educator and the thinking through of paradigms that lead to the design and philosophy of a Health and Wellbeing course, the encounter of teaching, and the communication of insights gained. The author's main objective is to show the importance of nurses and educators developing a reflective consciousness when working with sufferers of mental illness. This reflective consciousness involves three levels: The primary level, or raw experience; the social level, or our socio-political contexts and social values, and, the realised level, insights gained about knowledge and experience. |
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Call Number |
NRSNZNO @ research @ |
Serial |
854 |
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