| Records |
| Author |
Lim, A.G.; Honey, M. |
| Title |
Integrated undergraduate nursing curriculum for pharmacology |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
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| Volume |
6 |
Issue |
3 |
Pages |
163-168 |
| Keywords |
Pharmacology; Curriculum; Nursing; Education |
| Abstract |
This article presents an integrated approach to pharmacology education for nurses aligned with constructivist learning theory, as taught at the School of Nursing, University of Auckland. The weaving of pharmacology through the three-year undergraduate curriculum is described, showing the development of a pharmacology curricula thread. The significance of supporting curricula content in areas such as communication skills, law and ethics, as well as sound biological science and physiology knowledge are highlighted. |
| Call Number |
NRSNZNO @ research @ |
Serial  |
707 |
| Permanent link to this record |
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| Author |
Rydon, S.E.; Rolleston, A.; Mackie, J. |
| Title |
Graduates and initial employment |
Type |
Journal Article |
| Year |
2008 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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| Volume |
28 |
Issue |
5 |
Pages |
610-619 |
| Keywords |
New graduate nurses; Curriculum; Work |
| Abstract |
This research project was undertaken to inform nurse educators in the Department of Nursing and Health Studies of Manukau Institute of Technology of the employment opportunities for new graduate nurses emerging from the three year degree and registration programme. Graduates from the programme for the previous three years were surveyed for their experiences in gaining employment. 89.8% of graduates were successful in gaining employment in the first three months post registration. The number of graduates employed within a district health board declined across the three years but there were no significant differences between cohorts. Overall, 73% of graduates were employed into new graduate positions. The majority of graduates felt that their nursing education prepared them well for their role as a registered nurse. The findings of the qualitative data identified a strong need for science throughout the degree; longer clinical blocks; increased hands on experience; more practice with skills and less theory in relation to practical experience. |
| Call Number |
NRSNZNO @ research @ |
Serial |
701 |
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| Author |
van Rooyen, P.; Dixon, D.A.; Dixon, G.; Wells, C.C. |
| Title |
Entry criteria as predictor of performance in an undergraduate nursing degree programme |
Type |
Journal Article |
| Year |
2006 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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| Volume |
27 |
Issue |
7 |
Pages |
593-600 |
| Keywords |
Nursing; Education; Curriculum; Evaluation |
| Abstract |
This research explored the relationship between entry criteria and academic performance in the first and second year bioscience papers at Otago Polytechnic School of Nursing. The School's inclusion of a bioscience requirement varies from the Nursing Council criteria for acceptance into undergraduate nursing programmes. Six hundred and nineteen academic records of 1994-2002 graduates were sampled. Chi-square and correlational analyses found a relationship between entry qualifications and students' academic performance in the two papers. The entry criteria had a stronger relationship with the students' performance in the first year bioscience paper than the second year paper. Performance in the first year was predicative of second year performance. Age was also found to be a useful predictor of grades. These findings support the School's Bioscience entry criteria and provide important information for admission committees. |
| Call Number |
NRSNZNO @ research @ |
Serial |
693 |
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| Author |
Hardcastle, J. |
| Title |
'Back to the bedside': Graduate level education in critical care |
Type |
Journal Article |
| Year |
2008 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
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| Volume |
8 |
Issue |
1 |
Pages |
46-53 |
| Keywords |
Nursing specialties; Nursing; Education; Curriculum |
| Abstract |
This paper explores the relationships within teaching, learning and practice development in critical care nursing and questions the popular assumption that 'post graduate (Master's level) education fits all'. The need for critical care nurses to apply advanced knowledge and technical skills to complex and dynamic practice situations necessitates the development of critical thinking and a problem-solving approach to clinical practice that can be fostered through education and experience. Discussion focuses on the successful development and implementation of graduate level education for critical care nurses in the South Island of New Zealand and how this development is challenging existing approaches to the provision and evaluation of formal critical care education in New Zealand. |
| Call Number |
NRSNZNO @ research @ |
Serial |
656 |
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| Author |
Holloway, K. T. |
| Title |
Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
14 |
Issue |
1 |
Pages |
22-32 |
| Keywords |
Nursing; Education; Curriculum; New graduate nurses; Evaluation |
| Abstract |
This research seeks to determine an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical-surgical areas in 2 large hospitals offering student placements were asked to rate the frequency of performance of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considers for inclusion in the undergraduate programme. Clinicians were asked to list the 10 most important skills and related level of competence expected from the newly-registered nurse. |
| Call Number |
NRSNZNO @ research @ |
Serial |
640 |
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| Author |
Papps, Elaine |
| Title |
Knowledge, power, and nursing education in New Zealand: a critical analysis of the construction of the nursing identity |
Type |
Book Whole |
| Year |
1998 |
Publication |
|
Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
330 p. |
| Keywords |
Nursing education; Nursing identity; Michel Foucault; Curriculum; Governmentality |
| Abstract |
Describes and critically analyses the construction of the nursing identity through curriculum and social relations of power. Conducts a critical analysis using Foucault's power/knowledge problematic to unmask power relations positioning the nurse in the discourses of medicine and gender. Analyses the construction of the nursing identity through curriculum and the social relations of power, using the Foucauldian notion of governmentality. |
| Call Number |
NRSNZNO @ research @ |
Serial |
330 |
| Permanent link to this record |
