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Russell, D. (1999). Changing public health nursing practice. Kai Tiaki: Nursing New Zealand, 5(11), 18–19.
Abstract: A new approach to public health nursing in the Otago region is described, which comprises of 3 distinct groups of nurses working in early childhood centres, primary schools and high schools. A family nursing assessment approach is used. The philosophical underpinnings of this approach are examined, which seeks to empower patients and engage them in their health care. Two public health nurses are interviewed about the new partnership model of nursing.
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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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Clendon, J., Tseng, A., & O'Connor, M.(and others). (2015). Working with young nurses to develop peer-support strategies : evaluation of a participatory project. Kai Tiaki Nursing Research, 6(1), 16–23.
Abstract: Evaluates a project undertaken with a group of nurses aged under 30, to identify and implement mechanisms of support for peers in the workplace. Employs a participatory research approach to work with 9 nurses over two years. Conducts two projects : a website with a forum and Facebook page; the Young Nurse of the Year Awards.
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Burke, A., Walker, L., & Clendon, J. (2015). Managing intergenerational nursing teams : evidence from the literature. Kai Tiaki Nursing Research, 6(1), 24–27.
Abstract: Examines current literature on the intergenerational nature of the nursing workplace, and presents strategies for creating work environments that acknowledge and cater for differences among nurses spanning four generations. Suggests recommendations to managers and policy-makers on how to utilise generational strengths and minimise intergenerational conflict.
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Walker, L., Clendon, J., & Cheung, V. (2016). Family responsibilities of Asian nurses in New Zealand: implications for retention. Kai Tiaki Nursing Research, 7(1), 4–10.
Abstract: Explores the care-giving responsibilities of Asian NZNO member nurses for both children and elders, and the impact of these on their work, their nursing careers and their intention to remain as nurses in NZ. Takes a mixed-method approach using a group interview of 25 nurses and a survey of 562 nurses. Highlights impacts on nurses, revealing variable access to support, with implications for continuing education, career advancement and retention.
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Chittick, H., Manhire, K., & Roberts, J. (2019). Supporting success for Maori undergraduate nursing students in Aotearoa/New Zealand. Kai Tiaki Nursing Research, 10(1), 15–21.
Abstract: Identifies those factors that help Maori to succeed in bachelor of nursing education programmes, based on previous identification of barriers to Maori success in tertiary education. Examines the experiences of Maori graduate nurses in 2017 via semi-structured interviews. Analyses the data using thematic methods to describe common themes.
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Tabakakis, C., McAllister, M., & Bradshaw, J. (2020). Burnout in New Zealand resgistered nurses: the role of workplace factors. Kai Tiaki Nursing Research, 11(1), 9–16.
Abstract: Investigates the impact of workplace factors on burnout in NZ RNs. Conducts a cross-sectional survey among 480 RNs in which burnout, practice environment and negative acts in the workplace were self-reported by means of the Copenhagen Burnout Inventory (CBI), the Practice Environment Scale (PES), and the Negative Acts Questionnaire (NAQ).
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Briscoe, J., & Harding, T. (2020). Promoting the use of the SOAP (IE) documentation framework in medical nurses' practice. Kai Tiaki Nursing Research, 11(1), 17–23.
Abstract: Promotes the use of the SOAP(IE) framework for nursing documentation. Conducts action research to identify areas within cycles of planning, implementation, evaluation and reflection in need of improvement. Undertakes three cycles of action research using audits, surveys and a focus group interview with RNs in two DHB medical wards. Increases the uptake of SOAP through education sessions and tools, and nurse champions.
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
Abstract: Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure.
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Moir, C., & Baby, M. (2022). Managing violence and aggression: graduate-entry nursing students' responses to pre-emptive communication skills education. Kai Tiaki Nursing Research, 13(1), 9–18.
Abstract: Argues that teaching de-escalation skills early in the nursing programme is vital for student safety and later retention in the nursing workforce. Sets out to determine the efficacy of communication training to teach nursing students agression-management skills while on clinical placement. Designs a quasi-experimental design using pre- and post-tests of communication competence following an education module delivered as part of the curriculum.
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Brockie, T., Clark, T. C., Best, O., Power, T., Bourque Bearskin, L., Kurtz, D. L. M., et al. (2021). Indigenous social exclusion to inclusion: Case studies on Indigenous nursing leadership in four high income countries. Journal of Clinical Nursing, . Retrieved June 30, 2024, from http://dx.doi.org/DOI: 10.1111/jocn.15801
Abstract: Maintains that achieving health equity for indigenous populations requires indigenous nursing leadership to develop and implement new systems of care delivery. Develops a consensus among indigenous nurse academics from Australia, Canada, NZ and the US on the three themes of nursing leadership, to redress colonial injustices, to contribute to models of care and to enhance the indigenous workforce. Highlights five indigenous strategies for influencing outcomes: nationhood and reconcilation as levers for change; nursing leadership; workforce strategies; culturally-safe practices and models of care; nurse activism.
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Budge, C., Carryer, J. B., & Wood, S. (2003). Health correlates of autonomy, control and professional relationships in the nursing work environment. Journal of Advanced Nursing, 42(3), 260–268.
Abstract: The aim of this study was to examine nursing in New Zealand and to see whether aspects of the work environment are associated with health status. A total of 225 registered nurses in a general hospital completed the Revised Nursing Work Index (NWI-R) and Medical Outcomes Study (MOS) 36-Item Short-Form Health Survey (SF-36). Ratings indicated that the New Zealand hospital environment was characterized by less autonomy and control and better nurse-physician relations than in USA hospitals. Results of correlations demonstrated that more positive ratings of the three workplace attributes were associated with better health status amongst the nurses. The results of regression analyses were indicative either of a confounding relationship or of a mediating relationship such that nurses' relations with physicians, administration and other departments mediate the associations between autonomy, control and health status.
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McKenna, B., Smith, N. A., Poole, S., & Coverdale, J. (2003). Horizontal violence: Experiences of registered nurses in their first year of practice. Journal of Advanced Nursing, 42(1), 90–96.
Abstract: The aims of this study were to determine the prevalence of horizontal violence, or bullying, experienced by nurses in their first year of practice; to describe the characteristics of the most distressing incidents experienced; to determine the consequences, and measure the psychological impact, of such events; and to determine the adequacy of training received to manage horizontal violence. An anonymous survey was mailed to 1169 nurses in New Zealand who had registered in the year prior to November 2000 with a response rate of 47%. Many new graduates experienced horizontal violence across all clinical settings. Absenteeism from work, the high number of respondents who considered leaving nursing, and scores on the Impact of Event Scale all indicated the serious impact of interpersonal conflict. Nearly half of the events described were not reported, only 12% of those who described a distressing incident received formal debriefing, and the majority of respondents had no training to manage the behaviour.
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McKenna, B., Poole, S., Smith, N. A., Coverdale, J., & Gale, C. (2003). A survey of threats and violent behaviour by patients against registered nurses in their first year of practice (Vol. 12).
Abstract: For this study, an anonymous survey was sent to registered nurses in their first year of practice. From the 1169 survey instruments that were distributed, 551 were returned completed (a response rate of 47%). The most common inappropriate behaviour by patients involved verbal threats, verbal sexual harassment, and physical intimidation. There were 22 incidents of assault requiring medical intervention and 21 incidents of participants being stalked by patients. Male graduates and younger nurses were especially vulnerable. Mental health was the service area most at risk. A most distressing incident was described by 123 (22%) of respondents. The level of distress caused by the incident was rated by 68 of the 123 respondents (55%) as moderate or severe. Only half of those who described a most distressing event indicated they had some undergraduate training in protecting against assault or in managing potentially violent incidents. After registration, 45 (37%) indicated they had received such training. The findings of this study indicate priorities for effective prevention programmes.
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Walsh, K. (2004). Change and development of nusing practice: The challenges for the new century. Emergency Nurse New Zealand, 3(3), 10–13.
Abstract: In light of the current challenges facing the nursing workforce, the author proposes a way forward to capture and utilise the challenges to bring about positive change.
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