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Eichblatt, A. (1996). One woman's experience of living with chronic pain: a phenomenological study. Ph.D. thesis, , .
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Osborne, M. (1998). A qualitative meta-analytical account of the phenomen of self-mutilation among non-psychotic clients within the mental health care system. Ph.D. thesis, , .
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Crowe, M. (1999). Mad talk: attending to the language of distress. Nursing Inquiry, (March).
Abstract: This paper will examine how one woman, Madeleine's narrative can be constructed as symptomatic of the diagnosis of schizophrenia and how it can also be read from other perspectives, particularly a post-structural feminist one. The readings are presented as possibilities for understanding the woman's experiences and the implications of this for mental health nursing practice. A post-structural feminist reading acknowledges the gendered experiences of subjectivity and how those experiences are constructed in language.The purpose of this paper is to identify for mental health nursing practice an approach which recognises the figurative and literal characteristics of language in order to provide nursing care which positions the individual's experience of mental distress as central. This requires an acknowledgment of Madeleine's path into mental distress rather than simply a categorisation of what is observed in a clinical setting. Intervention may need to include a range of strategies: medical and non-medical, psychotherapeutic and social, physical and environmental. It may also require the provision of sanctuary and security while these options are explored
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McEldowney, R. A. (1992). A new lamp is shining: life histories of five feminist nurse educators. Ph.D. thesis, , .
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Ramsden, I. (1991). Kawa Whakaruruhau: cultural safety in nursing education in Aotearoa (New Zealand) (Vol. 8). Ph.D. thesis, , .
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Wood, P. J., & Schwass, M. (1993). Cultural safety: a framework for changing attitudes. Nursing Praxis in New Zealand, 8(1), 4–14.
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McKenna, B. (1999). Patient perception of coercion on admission to acute psychiatric services: the New Zealand experience. International Journal of Law and Psychiatry, 22(2), 143–153.
Abstract: This study considers the influence of legal status, interactive processes, and mediating factors upon patient perception of coercion, within the context of admission to mental health services in New Zealand. The admission experiences of 69 involuntary inpatient psychiatric admissions and 69 informal admissions are compared using the MacArthur Admission Experience Survey. The influence of demographic, clinical and situational variables on the experience are considered. The results indicate there is a strong significant difference in the perception of coercion between involuntary and informal patients, with legal status having predictive value in relation to patient perception of coercion. Patient perception of procedural justice is strongly negatively correlated with perception of coercion. Perception of negative interactive processes is strongly felt by involuntary patients. This experience is not fully explained by identifiable incidents throughout the admission process. In the New Zealand context, there remains a need to highlight the aspects of procedural justice which could be improved in order to reduce patient perception of coercion. Current methodology focuses on the experience of admission rather than the expectation of that experience. This point needs to be considered in relation to the experience of Maori (the indigenous people of New Zealand)
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McKenna, B. (1999). Joint appointment: bridging the 'theory-practice' gap through collaboration. Kai Tiaki: Nursing New Zealand, 5(2), 14–16.
Abstract: In New Zealand, there is a festering debate over a theory-practice gap in nursing. Joint appointments present as a potential solution to this issue. Joint appointments refer to a variety of arrangements whereby concurrent employment occurs within an educational institution and a clinical setting.Advantages for the appointees include job satisfaction, and professional growth. Clinical credibility for nurse educators enables improved facilitation of student learning. In clinical areas, benefits in patient care are associated with the marrying of academic rigor with clinical practice. Some appointees input into staff development, act as consultants on nursing issues and undertake research. Disadvantages in the concept focus on role conflict (incongruity between the roles) and role ambiguity (lack of clarity concerning expectations). Success of the ventures depends upon the personal attributes of appointees; realistic expectations; flexibility to allow the concept to evolve; and support from colleagues and management.This research describes a case study of a joint appointment between a nurse lecturer and a senior staff nurse in an acute forensic psychiatry unit. Advantages, disadvantages and reasons for success are discussed in relation to the literature findings. The discussion focuses on the need to develop research methodology to further clarify potential benefits and advantages
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Walker, J. Problem based learning: an action research study on the effectiveness of classroom activities.
Abstract: Problem based learning (PBL) has been used in a Bachelor of Nursing course since 1996 and several modifications to this delivery have been made. These changes were in response to concerns from students and tutors that students knowledge level was not appropriate and they were unable to apply this knowledge to their practice. The pure PBL process has been adapted to gradually move from tutor direction to self-direction. This has enabled students to develop critical thinking, problem solving, information retrieval and evaluation skills and group work skills over an 18-week period.However, no rigorous evaluation of these changes had been undertaken and so the purpose of this study was to evaluate how the current format of PBL was meeting students learning needs. An action research method was chosen as most relevant to the context and the questions posed, namely: How useful are the classroom activities in developing students understanding and integration of knowledge? How well do the students perceive they are learning compared to traditional teacher-centred methods?Two cycles of the action research method (Cardno and Piggot-Irvine, 1994) were used, involving four tutors and 17 students. Data was collected both quantitatively and qualitatively. Findings indicated the importance of: explaining the purpose and process of PBL; communicating in detail the role of both students and tutors; keeping communication open between students and tutors; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed
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Walton, J. A. (1995). Schizophrenia, a way of being-in-the-world.
Abstract: This phenomenological study describes what it is like to live with a schizophrenic illness and relates the understanding gained from this description to implications for nursing practice. The participants in the study were ten adults who have been diagnosed with schizophrenia, who take regular medication and who are living independant lives in the community. Over a period of sixteen months they were interviewed about effects of the illness on their everyday lives. During this time they explained the challenges and difficulties which have faced them, both during and long after the resolution of acute illness. As they describe it schizophrenia is a part of who they are.The narrative contained in this thesis presents the participants' stories in aggregated form, setting their experiences alongside ideas from the early work of Martin Heidegger, whose phenomenological writing informed the analysis and interpretation of the data. As the participants explain, schizophrenia has touched every aspect of their lives. Living with schizophrenia is shown to affect their whole being-in-the-world. It incorporates Being-with-others, living carefully and taking a stand on life. While hoping for a cure, their reality is of living with a chroinic ilness which has major effects on their lives. At the same time the participants are shown to define themselves not in terms of their illness and treatment, but in respect of their hopes and dreams and the stance each is taking on his or her own life. In this way their existential predicament is highlighted in the study. Participants are on the one hand very much like all people, while on the other hand they have to contend with very different concerns than do most others.
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Clendon, J. (1999). The Nurse Practitioner-led Primary Health Care Clinic; A Community Needs Analysis. Ph.D. thesis, , .
Abstract: Aim: To determine the feasibility of establishing a nurse practitioner-led, family focused, primary health care clinic within a primary school environment as an alternate or complementary way of addressing the health needs of 'at risk' children and families to the services already provided by the public health nurse.Method: Utilising needs analysis method, data was collected from three sources – known demographic data, 17 key informant interviews and two focus group interviews. Questions were asked regarding the health needs of the community, the perceptions of participants regarding the role of the public health nurse in order to determine if a public health nurse would be the most appropriate person to lead a primary health care clinic, and the practicalities of establishing a clinic including services participants would expect a clinic to provide. Analysis was descriptive and exploratory.Results: A wide range of health needs were identified from both the demographic data and from participant interviews. Findings also showed that participant's understanding of the role of the public health nurse was not great and that community expectations were such that for a public health nurse to lead a primary health care clinic further skills would be required. Outcomes from investigating the practicalities of establishing a nurse practitioner-led clinic resulted in the preparation of a community-developed model that would serve to address the health needs of children and families in the area the study was undertaken.Conclusion: Overall findings indicated that the establishment of a nurse practitioner-led, family focused, primary health care clinic in a primary school environment is feasible. While a public health nurse may fulfil the role of the nurse practitioner, it was established that preparation to an advanced level of practice would be required. It is likely that a similar model would also be successful in other communities in New Zealand, however the health needs identified in this study are specific to the community studied. Further community needs assessments would need to be completed to ensure health services target health needs specific to the communities involved.
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Spence, D. (1999). Prejudice, paradox and possibility.
Abstract: This study explores the the experience of nursing a person, or people, form cultures other than one's own. Informed by the tradition of philosophical hermeneutics, and drawing specifically on some of the notions articulated by Hans-Georg Gadamer and Charles Taylor, it seeks to understand everyday nursing practices within their cultural and historical context.Against a background of Maori resurgence, nurses in New Zealand have been challenged in Aotearoa-New Zealand to recognise and address racism in their practice. Meeting the health needs of all people has long been important in nursing yet the curricular changes implemented in the early 1990s to enhance nursing's contribution to a more equitable health service created uncertainty and tension both within nursing, and between nursing and the wider community.In this study, I have interpreted the experiences of seventeen nurses practising in an increasingly ethnically diverse region. Personal understandings and those from relevant literature have been used to illuminate further the nature of cross-cultural experience from a nurse's perspective. The thesis asserts that the notions of prejudice, paradox and possibility can be used to describe the experience of nursing a person from another culture. Prejudice refers to the prior understandings that influence nursing action in both a positive and a negative sense. Paradox relates to the coexistence and necessary interplay of contradictory meanings and positions, while possibility points to the potential for new understandings to surface from the fusion of past with present, and between different interpretations. As New Zealand nurses negotiate the conflicts essential for ongoing development of their practice, the play of prejudice, paradox and possibility is evident at intra-personal and interpersonal levels as well as in relation to professional and other social discourses. This thesis challenges nurses to persist in working with the tensions inherent in cross-cultural practice. It encourages continuation of their efforts to understand and move beyond the prejudices that otherwise preclude the exploration of new possibilities.
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Manssen, A. (1999). Aseptic technique in New Zealand. aseptic technique, 34(14), 24–28.
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Haggerty, C. (2000). Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice. Ph.D. thesis, , .
Abstract: This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation.
Keywords: Psychiatric Nursing; Clinical supervision; Students; Preceptorship
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Wilson, S., & Carryer, J. B. (2008). Emotional competence and nursing education : A New Zealand study. Nursing Praxis in New Zealand, 24(1 (Mar)), 36–47.
Abstract: Explores the challenges encountered by nurse educators who seek to assess aspects related to emotional competence in nursing students. This emotional competence includes nurses managing their own emotional life along with the skill to relate effectively to the multiple colleagues and agencies that nurses work alongside. The research was designed to explore the views of nurse educators about the challenges they encounter when seeking to assess a student's development of emotional competence during the three year bachelor of nursing degree. Focus groups were used to obtain from educators evidence of feeling and opinion as to how theory and practice environments influence student nurses' development of emotional competence. The process of thematic analysis was utilised and three key themes arose as areas of importance to the participants. These were personal and social competence collectively comprises emotional competence in nursing; emotional competence is a key component of fitness to practise; and transforming caring into practice. The findings of the study indicate a need for definition of what emotional competence is in nursing. It is argued that educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and should themselves be able to role model emotionally competent communication.
Keywords: Teaching methods; Communication; Nursing; Education; Nursing models
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