| Records |
| Author |
Honey, M. |
| Title |
Flexible learning for postgraduate nurses: A basis for planning |
Type |
Journal Article |
| Year |
2004 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
24 |
Issue |
4 |
Pages |
319-325 |
| Keywords |
Nursing; Education; Technology; Teaching methods |
| Abstract |
This paper describes a survey undertaken with postgraduate nursing students in a university-based school of nursing in 2002 to establish their access to and use of computers and information technology for study. Whilst there was minimal flexibility and use of technology to support student learning for postgraduate nurses in the school, the university proposed increasing flexibility across all courses. This is in part a response to the increased internationalisation of education and developments in technology affecting programme design, delivery and support that can benefit teachers and students. The author notes that the findings of this survey form a basis for planning the introduction of flexible learning. Results indicated that not all students have convenient access to technology for study purposes, nor are they at the same level in terms of using technology. |
| Call Number |
NRSNZNO @ research @ |
Serial  |
699 |
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| Author |
Walker, J.; Bailey, S.; Brasell-Brian, R.; Gould, S. |
| Title |
Evaluating a problem based learning course: An action research study |
Type |
Journal Article |
| Year |
2001 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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| Volume |
10 |
Issue |
1/2 |
Pages |
30-38 |
| Keywords |
Nursing; Education; Teaching methods |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
695 |
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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 |
|
| 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 |
Horner, C. |
| Title |
Maintaining rural nurses' competency in emergency situations |
Type |
|
| Year |
2005 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
Emergency nursing; Nurse practitioners; Rural nursing; Education |
| Abstract |
On call emergency health services are becoming routinely provided by some rural nurses, predominantly within the South Island. Rural nurses have been advancing their practice to accommodate the limited availability of general practitioners in rural communities. Although this is becoming routine practice, the author has been providing a service such as this for the past 12 years. This dissertation describes this practice in relationship to the present social-political context, advancing nurse competencies and her experience of rural nursing in a rural town within the South Island. Particular significance for the rural nurse is the required independent practice and overall responsibility when remote from traditional medical oversight. Providing on call emergency care with the possibility of a broad spectrum of emergency situations while maintaining competence for the unpredictable frequency (or lack of frequency) of the rural emergency is the focus of this dissertation. The professional and personal risks are high for rural nurses when placed in situations they are not prepared for or unable to remain competent to manage. Implications resulting from the critique of the health service literature on this subject are identified. Firstly, rural nurses need to be insightful of their own emergency on call expertise and limitations. Secondly, rural nurses require ongoing education and thirdly that appropriate education is available and accessible to rural nurses. Lastly, rural nurses require maintenance of competency so these emergency skills are not lost. This dissertation and the resulting recommendations embrace Nursing Council of New Zealand Nurse Practitioner Competencies. The resulting outcomes fulfilling the rural nurse's need for maintenance of competency for emergency on call care, the community's need for safe appropriate emergency care and national legislation requirements. |
| Call Number |
NRSNZNO @ research @ |
Serial |
666 |
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| Author |
Alavi, C. |
| Title |
Breaking-in bodies: Teaching, nursing, initiations or what's love got to do with it? |
Type |
Journal Article |
| Year |
2005 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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| Volume |
18 |
Issue |
3 |
Pages |
292-299 |
| Keywords |
Nursing; Education; Psychology; Nurse-patient relations; Students |
| Abstract |
This paper discusses how students become able to work with sick patients for whom they may feel disgust or discomfort. It is a sustained engagement with the literature on abjection and disgust and is not the outcome of evaluation research. It considers the role of problem-based learning pedagogy in facilitating students' negotiation of their own discomfort and horror, and describes experiences which enable them to approach abject patients with more comfort and less disgust. The paper argues the importance of creating spaces where students can explore issues which are distressing and disturbing so that they will feel able to remain in nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
658 |
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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 |
Kaviani, N.; Stillwell, Y. |
| Title |
An evaluative study of clinical preceptorship |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
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| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Preceptorship; Nursing; Education; Evaluation research |
| Abstract |
A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role |
| Call Number |
NRSNZNO @ research @ |
Serial |
654 |
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| Author |
Gallagher, P. |
| Title |
An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Nursing; Education; Teaching methods; Evaluation |
| Abstract |
This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes. |
| Call Number |
NRSNZNO @ research @ |
Serial |
653 |
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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 |
| Permanent link to this record |
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| Author |
Walker, J.; Bailey, S. |
| Title |
The clinical performance of new degree graduates |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
14 |
Issue |
2 |
Pages |
31-42 |
| Keywords |
New graduate nurses; Professional competence; Nursing; Education; Teaching methods |
| Abstract |
This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
638 |
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| Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
| Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
15 |
Issue |
1 |
Pages |
13-22 |
| Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
| Abstract |
The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis. |
| Call Number |
NRSNZNO @ research @ |
Serial |
636 |
| Permanent link to this record |
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| Author |
Dyson, L. |
| Title |
The role of the lecturer in the preceptor model of clinical teaching |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
16 |
Issue |
3 |
Pages |
16-24 |
| Keywords |
Teaching methods; Nursing; Education; Preceptorship |
| Abstract |
This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer within the preceptorship model of clinical teaching. It uses an exploratory/descriptive, qualitative approach to interviewing 12 lecturers. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
635 |
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| Author |
Horsburgh, M. |
| Title |
Quality in undergraduate nursing programmes: The role of Nursing Council |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
15 |
Issue |
2 |
Pages |
25-37 |
| Keywords |
Nursing Council of New Zealand; Nursing; Education; Nursing; Quality assurance |
| Abstract |
This paper looks broadly at issues to do with quality monitoring in higher education and considers the role and focus of the Nursing Council of New Zealand in the approval of and ongoing monitoring of undergraduate nursing degree programmes. It is suggested that the approach taken by the Nursing Council is accountability led where minimal attention is given to teaching and learning and actual graduate outcomes. This may lead to a mistaken belief that Nursing Council's monitoring focuses on quality or that the outcomes of their monitoring might contribute to programme enhancement. A shift to emphasise learning processes, students and continual improvement in order to enhance programme quality is proposed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
634 |
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| Author |
Day, D.R.; Mills, B.; Fairburn, F. |
| Title |
Exercise prescription: Are practice nurses adequately prepared for this? |
Type |
Journal Article |
| Year |
2001 |
Publication |
New Zealand Journal of Sports Medicine |
Abbreviated Journal |
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| Volume |
29 |
Issue |
2 |
Pages |
32-36 |
| Keywords |
Practice nurses; Health education; Primary health care |
| Abstract |
This study sought to examine whether practice nurses were prepared to provide exercise prescriptions to clients. It involved administering questionnaires to 53 practice nurses in Otago to examine their understanding of green prescriptions and their knowledge and participation in exercise prescription. |
| Call Number |
NRSNZNO @ research @ |
Serial |
628 |
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| Author |
Fourie, W.; Oliver, J.D. |
| Title |
Defining currency of practice for nurse educators |
Type |
Journal Article |
| Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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| Volume |
18 |
Issue |
3 |
Pages |
30-39 |
| Keywords |
Quality assurance; Professional competence; Education |
| Abstract |
Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained. |
| Call Number |
NRSNZNO @ research @ |
Serial |
614 |
| Permanent link to this record |
