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Watkins, B. E. (2006). Making meaning of a personal experience of discrimination in relation to a disability: An exploration of the literature.
Abstract: This paper explores the reaction of the author's colleagues when she returned to work disabled after recovering from an injury. In order to understand the new experience of disability and discrimination and to help answer what changed the behaviour of colleagues, the author considered evidence from the published literature. After considering many different models of disability, the social model of disability helped clarify and frame her own experience. Reflecting on this literature and personal experience, she suggests that there is acknowledgement that society's attitudes are changing slowly through governmental action and the activism of the disabled. However, she goes on to say, it is only through progressing education, experiencing disability, and continuing emancipatory research that progress will be made to release people with disabilities from their bonds of prejudice and oppression.
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Horsburgh, M., Lamdin, R., & Williamson, E. (2001). Multiprofessional learning: The attitudes of medical, nursing and pharmacy students to shared learning. Medical Education, 35(9), 876–883.
Abstract: This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students' towards interprofessional learning, at course commencement. The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students.
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Walsh, K., McAllister, M., Morgan, A., & Thornhill, J. (2004). Motivating change: Using motivational interviewing in practice development. Practice Development in Health Care, 3(2), 92–100.
Abstract: The present paper draws on experiences and insights gained by a group of psychiatric nurse practice development facilitators whilst working with consumers, carers, clinicians and managers in the context of a practice development programme in a large metropolitan psychiatric hospital. The paper describes how the practice development facilitators were able to adapt techniques of motivational interviewing, commonly used in drug and alcohol treatment services, to help motivate change in an aged care setting. The lessons embedded within this experience are that people do want change, and that sustained change requires ownership and support. Practice development facilitators can assist in this process though the use of principles and strategies of motivational interviewing, which include increasing awareness of the need for change, supporting self-efficacy and managing resistance to change.
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Giddings, D. L. S. (2006). Mixed-methods research: Positivism dressed in drag. Journal of Research in Nursing, 11(3), 195–203.
Abstract: The author critiques the claim that mixed method research is a third methodology, and the implied belief that the mixing of qualitative and quantitative methods will produce the 'best of both worlds'. The author suggests that this assumption, combined with inherent promises of inclusiveness, takes on a reality and certainty in research findings that serves well the powerful nexus of economic restraint and evidence-based practice. The author argues that the use of the terms 'qualitative' and 'quantitative' as normative descriptors reinforces their binary positioning, effectively marginalising the methodological diversity within them. Ideologically, mixed methods covers for the continuing hegemony of positivism, albeit in its more moderate, postpositivist form. If naively interpreted, mixed methods could become the preferred approach in the teaching and doing of research. The author concludes that rather than the promotion of more co-operative and complex designs for increasingly complex social and health issues, economic and administrative pressures may lead to demands for the 'quick fix' that mixed methods appears to offer.
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O'Brien, A. J., Hughes, F., & Kidd, J. D. (2006). Mental health nursing in New Zealand primary health care. Contemporary Nurse, 21(1), 142–152.
Abstract: This article describes the move in mental health from institutional care to community arrangements. It draws on international literature and New Zealand health policy, which gives increased emphasis to the role of the primary health care sector in responding to mental health issues. These issues include the need for health promotion, improved detection and treatment of mild to moderate mental illness, and provision of mental health care to some of those with severe mental illness who traditionally receive care in secondary services. These developments challenge specialist mental health nurses to develop new roles which extend their practice into primary health care. In some parts of New Zealand this process has been under way for some time in the form of shared care projects. However developments currently are ad hoc and leave room for considerable development of specialist mental health nursing roles, including roles for nurse practitioners in primary mental health care.
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McBride-Henry, K., & Foureur, M. (2006). Medication administration errors: Understanding the issues. Australian Journal of Advanced Nursing, 23(3), 33–41.
Abstract: This literature review focused on research that primarily addresses the issues related to medications that arise in tertiary care facilities. It finds that investigations into medication errors have primarily focused on the role of nurses, and tended to identify the nurse as deliverer of unsafe practice. Over the past few years a shift in how medication errors are understood has led to the identification of systems-related issues that contribute to medication errors. The author suggests that nurses should contribute to initiatives such as the 'Quality and Safe Use of Medicines' and develop nursing led research, to address some of the safety related issues with a view to enhancing patient safety.
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Friedel, J., & Treagust, D. F. (2005). Learning bioscience in nursing education: Perceptions of the intended and the prescribed curriculum. Learning in Health & Social Care, 4(4), 203–216.
Abstract: This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum.
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Nicol, M. J., Manoharan, H., Marfell-Jones, M., Meha-Hoerara, K., Milne, R., O'Connell, M., et al. (2002). Issues in adolescent health: A challenge for nursing. Contemporary Nurse, 12(2), 155–163.
Abstract: This review provides an overview of the health issues for adolescents, and the implications for nursing practice, particularly around health promotion. It looks at the social context of adolescents including peer pressure, along with health issues such as suicide, mental health, sexual health, and smoking.
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Gage, J., Everrett, K. D., & Bullock, L. (2006). Integrative review of parenting in nursing research. Journal of Nursing Scholarship, 38(1), 56–62.
Abstract: The authors synthesise and critically analyse parenting research in nursing. They focused on studies published between 1993 and 2004 by nurse researchers in peer-reviewed journals. Data were organised and analysed with a sample of 17 nursing research studies from core nursing journals. The majority of parenting research has been focused on mothers, primarily about parenting children with physical or developmental disabilities. Research about fathers as parents is sparse. Parenting across cultures, parenting in the context of family, and theoretical frameworks for parenting research are not well developed. The authors conclude that the scope of nursing research on parenting is limited.
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Honey, M., North, N., & Gunn, C. (2006). Improving library services for graduate nurse students in New Zealand. Health Information & Libraries Journal, 23(2), 102–109.
Abstract: This paper describes a collaboration between library staff and nurse educators, where information literacy skills are strengthened and embedded in the curriculum. A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. It was found that the university library services were not used by 43% of graduate nursing students . The library staff responded by developing a number of initiatives which aimed to improve awareness of services, access and provide education in a bid to improve literacy skills.
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Lim, A. G., & Honey, M. (2006). Integrated undergraduate nursing curriculum for pharmacology. Nurse Education in Practice, 6(3), 163–168.
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.
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Spence, D. (2001). Hermeneutic notions illuminate cross-cultural nursing experiences. Journal of Advanced Nursing, 35(4), 624–630.
Abstract: The aim of this paper was to articulate selected hermeneutic notions for the purpose of extending current understanding of cross-cultural nursing practice, and build on the author's work in this area. The project asserted that the notions of prejudice, paradox and possibility portray a nursing view of this phenomenon. The emphasis in this paper, rather than being methodological, is on showing how specific hermeneutic notions contribute to deeper understanding of the nature of cross-cultural practice. It is argued that contact with, and the capacity to explore, the play of conflicting prejudices and possibilities enhances understanding of the complex and paradoxical nature of cross-cultural nursing.
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Spence, D. (2005). Hermeneutic notions augment cultural safety education. Journal of Nursing Education, 44(9), 409–414.
Abstract: In this article, the author integrates literature pertaining to the implementation of kawa whakaruruhau, or cultural safety, with the findings of a hermeneutic project that described the experience of nursing people from cultures other than one's own. It is argued that the Gadamerian notions of “horizon,” “prejudice,” and “play” can be used to facilitate understanding of the tensions and contradictions inherent in cross-cultural practice. Strategies are recommended that enable students to explore the prejudices, paradoxes, and possibilities experienced personally and professionally.
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Fielden, J. (2003). Grief as a transformative experience: Weaving through different lifeworlds after a loved one has completed suicide. International Journal of Mental Health Nursing, 12(1), 74–85.
Abstract: This research is an exploration and interpretation of the lived experiences of family members since they lost a close family member to suicidal death. The findings have implications for nurses and counsellors working in the area of suicide bereavement. Heidegger's hermeneutic phenomenology was utilised and informed by van Manen's and Benner's work. Data from in-depth interviews with six participants, the researcher's journal entries and published literature were analysed. Findings gave rise to a grief model where suicide survivors moved through four modes of being-in-the-world characterized by 13 lifeworlds or themes. Surviving suicide was a transformative process that in time enabled survivors to discover new ways of understanding and relating to the world.
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Lim, A. G., Honey, M., & Kilpatrick, J. (2007). Framework for teaching pharmacology to prepare graduate nurse for prescribing in New Zealand. Nurse Education in Practice, 7(5), 348–353.
Abstract: The educational framework used to teach pharmacology to nurses by one university in New Zealand is presented, along with early findings on the effectiveness of this approach. Nurse prescribing is relatively new in New Zealand and is related to the expanding roles and opportunities for nurses in health care. Opposition to nurse prescribing in New Zealand has been marked and often this has been linked to concerns over patient safety with the implication that nurses could not be adequately prepared for safe prescribing.
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