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Spence, D., & Anderson, M. (2007). Implementing a prescribing practicum within a Master's degree in advanced nursing practice. Nursing Praxis in New Zealand, 23(2), 27–42.
Abstract: This article reports the implementation of a collaborative project undertaken to monitor and improve the effectiveness of the prescribing practicum papers delivered within two Master's degree programmes in advanced nursing practice. The recent introduction of Nurse Practitioner registration in New Zealand has resulted in the development of a number of Master's degree programmes in which students can complete a Nursing Council of New Zealand approved programme for prescribing. For the study, a developmental action research approach was used. Data were collected through interviews with practicum students, their medical supervisors and academic staff. Formative findings were progressively used to refine delivery of the practicum papers and a thematic analysis of summative findings identified areas for further improvement. The findings suggest that the processes being implemented are developing well. The researchers recommend that further education is required to clearly differentiate medical and advanced nursing roles. They recommend that greater attention needs to be paid to the preparation of medical supervisors and, most significantly, revision of funding is required to more equitably support the ongoing development of nurses for advanced practice roles.
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Spence, D., & Smythe, E. (2007). Courage as integral to advancing nursing practice. Nursing Praxis in New Zealand, 23(2), 43–55.
Abstract: This paper focuses on the illumination of courage in nursing. The authors suggest it is a fundamental component of nursing, yet it is seldom mentioned or recognised in the literature, or supported in practice. Data from a hermeneutic analysis of nurses' practice stories is integrated with literature to assist deeper understanding of the meaning of courage in contemporary nursing practice. The purpose is to make visible a phenomenon that needs to be actively fostered if nursing is to effectively contribute to an improved health service.
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Jacobs, S., & Boddy, J. M. (2008). The genesis of advanced nursing practice in New Zealand: Policy, politics and education. Nursing Praxis in New Zealand, 24(1 (Mar)), 11–22.
Abstract: This contemporary historical study examines the health sector environment of the 1990s and the turn of the 21st century, and assesses the policy initiatives undertaken to advance nursing in New Zealand during that period. The authors look at the conditions and forces that saw nursing achieve a new emphasis on advanced and expanded scope of nursing practice, less than a decade after the commencement of New Zealand's first pre-registration nursing degrees.
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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.
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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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Ramsden, I. (1991). Kawa Whakaruruhau: cultural safety in nursing education in Aotearoa (New Zealand) (Vol. 8). Ph.D. thesis, , .
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Holloway, K. T. (1998). Developing evidence based in clinical teaching (contexually modified replication study) (Vol. 14). Ph.D. thesis, , .
Abstract: There is concern over the standards of nursing practice skill acquisition in undergraduate programs. One of the issues relevant to this is which of the multitude of nursing practice skills to include in an undergraduate program. Previous research by Alavi, Loh and Reilly (1991) has been modified and used in clinical settings in the New Zealand context in order to address this concern. Competency level of the most important skills identified by clinicians was also sought in order to aid development of a skill curriculum for Whitireia Community Polytechnic. There is a strong theoretical support for the preparation of student nurses in skills laboratories prior to clinical learning experience in order to maximise learning. Further directions for study are covered with discussion of the implications for teaching from the research findings
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Turia, D. (1999). Women's knowledge sources and management decisions (Vol. 14). Ph.D. thesis, , .
Abstract: It is evident from the prevalence of items in the popular press and incased research by health professional that, over the last two decades, menopause as been discussed more openly. However, medical information is still largely oriented toward menopause as a disease with emphasis on the pharmacological interventions needed to correct the disease. Literature in medical and nursing journals is also predominantly oriented towards menopause as a state of oestrogen, nurse researchers and feminists writers are challenging this viewsThe aim of the research was to discover how women gain knowledge about menopause, and how they make decisions about “managing” their menopause. In the study knowledge was defined as being more than information. It is seen as being more than information. It is seen as understanding derived from synthesis of data about menopause collected from various sources. Eleven women aged 46-55 recruited through a letter in the researcher's local newspaper, were interviewed. The resulting data was analysed by the constant comparison method as used in grounded theory.A descriptive model was developed including the basic social process of “integrating menopause into midlife”. A tertiary level of education and good social support were found to be associated with the women being seekers of knowledge about their menopause. These women, the majority of the participants, revealed themselves as being self-controlling with respect to their menopause. Among the few who had allowed their menopause to be managed by others, if they experienced adverse effects of the treatment, then there was a move toward greater self management.,Generally, nurses were not seen by the participants as possible sources of information. That finding highlights menopause as an area of health education in which nurses have the potential to play a more active role
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Giles, A. L. (1997). This voice is forever: one woman's experience following total laryngectomy (Vol. 14). Ph.D. thesis, , .
Abstract: This phenomenological research project focused on one womans experience following total removal of her larynx and aimed to faithfully capture the essential structure of the phenomenon of voice as it emerged for her. For women in particular gaining a new artifical voice following surgery that is considerably lower sounding, plus the large visible opening in the lower neck is psychologically challenging and can be socially isolating. Most literature relating to laryngectomy and rehabilitation comprises quantitative research with limited attention to womens issues. This could be attributed to the small number of women undergoing this surgery. A review of nursing literature revealed minimal research, with none referring specifically to women. Nor were any studies using entirely qualitative methods identified.This research project used a phenomenological approach informed by the work of Michael Crotty, described as within the parameters of mainstream phenomenology. Based on a traditional common core foundation which is critical, holistic and individualistic, mainstream phenomenology requires achieving co-researchership between researcher and participant while exploring phenomena as objects of authentic human experience.The study began with discussing Crottys stepwise method emphasising the activity of bracketing. The co-researcher was then left to ponder or meditate on her experience following bracketing all her prior understandings and ideas, as if this was the first time she had encountered the phenomenon. Three conversations followed which allowed exploration of the co-researchers written statements. The seven interwoven dimensions that emerged represented the essential structure, meaning and essence of 'what voice is for this woman following total laryngectomy
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Giddings, D. L. S., & Wood, P. J. (1998). Revealing sexuality: nurses' knowledge and attitudes. A survey of pre and post registration nursing students 1988-1991. Nursing Praxis in New Zealand, 13(2), 11–25.
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Hollows, K. (1995). The lived experience of registered nurses involved in the withdrawal of nutrition and hydration in a persistant vegetative state (PVS) patient. Nursing Praxis in New Zealand, 10(1), 28–37.
Abstract: The purpose of this phenomenological study was to describe the experience of five Registered Nurses involved in the withdrawal of nutrition and hydration in a persistant vegetative state (PVS) patient. Three female and two male nurses who had been involved in the care of a PVS patient within the last ten years were interviewed. The phenomenological design was used because it provided richness and clarity to the issues raised. Three major findings were identified as positive significant experiences for these nurses: support through 'talking': coping through 'thinking': and, decision making being kept 'in-house' (family and central care giving team)"
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Novak, L. (1988). Post-operative pain and coping strategies. Nursing Praxis in New Zealand, 4(1), 25–27.
Abstract: Post-operative pain is often managed by nurses administering prescribed analgesia four hourly. In contrast to previous studies, the present study is focused on the person experiencing the pain. Five women who were undergoing abdominal hysterectomy agreed to participate in an exploratory study that looked at their pain experience and the coping strategies used
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Pearson, J. R. (1996). An exploration of empowerment and the conditions that empower students in a nursing education context (Vol. 13). Ph.D. thesis, , .
Abstract: At Whitireira Community Polytechnic the curriculum philosophy for the Bachelor of Nursing Degree Programme is based on the Treaty of Waitangi, which provides a framework to articulate the concepts of Partnership, Governorship, Advocacy and Empowerment. This paper will describes a research study that aimed to explore the phenomenon of empowerment from the perspective of the student nurse.Using grounded theory methodology, emancipatory and feminist philosophies. Six year Two nursing participants were interviewed and asked to define the term empowerment and give exemplers of moments when they had been empowered in a teaching/learning context. Analysis of data led to the discovery of a theory and development of a theoretical model that described the conditions and consequences that led to empowerment or disempowerment for the student.The theoretical model will be presented and explained, and the conditions that enhanced empowerment will be explored. Recommendations from the research included the need for relevant preparation for students prior to clinical placement, preparation of clinicians through preceptor pregrammes, greater awareness by registered nurses of the communication that is effective in supporting student nurses and support for assisted reflection for students following clinical placements. It was further recommended that the theoretical model be tasted in other contexts
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van Wissen, K. A., & Siebers, R. W. L. (1993). Nurses' attitudes and concerns pertaining to HIV and AIDS. Nursing Praxis in New Zealand, 8(1), 40–42.
Abstract: A pilot study was conducted to identify nurses' attitudes and concerns pertaining to the care of people with human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS). Data was collected using an anonymous voluntary questionnaire , which was made available to all nurses at a Wellington area Health Board (New Zealand) hospital. Of 652 nursing staff, 286 (51%) responded, of which 74 (25.9%) had previously attended an HIV/AIDS workshop for Area Health Board staff. Of those staff handling blood, 132 (49.4%) always wore gloves, and only half of the respondents (n=148.51%) treated all body fluids as potentially HIV positive. The possible attrition rate from nursing positions in the canvassed hospital ws 2.8%, with a further 43 (15.0%) undecided about resigning from their post. Only 36 nurses (12.5%) believed the employer did not provide adequate safety measures. The provision of education regarding HIV/AIDS, by the employer, ws considered inadequate by 61 (21.3%) respondents. This study demonstrates that further safety and education needs should be attended to or reinforced
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Wade, M. R. (1996). Community based nurse case management: the experience of consumers (Vol. 7). Ph.D. thesis, , .
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