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| Author | Litchfield, M. | ||||
| Title | Knowledge embedded in practice | Type | Journal Article | ||
| Year | 1989 | Publication | Kai Tiaki: Nursing New Zealand | Abbreviated Journal | |
| Volume | 82 | Issue | 10 | Pages | 24-25 |
| Keywords | Nursing research; diagnosis; Education; Nursing philosophy | ||||
| Abstract | A statement of the nature of research needed to distinguish the knowledge of nursing practice from knowledge developed by other disciplines. It orients to the interrelationship of practice and research as the foundation of the discipline of nursing. | ||||
| Call Number | NZNO @ research @ | Serial  |
1315 | ||
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| Author | Kennedy, W. | ||||
| Title | Professional supervision to enhance nursing practice | Type | Journal Article | ||
| Year | 2007 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | Available online from Eastern Institute of Technology |
| Volume | 14 | Issue | 2 | Pages | 3-6 |
| Keywords | Professional development; Clinical supervision; Nursing; Education | ||||
| Abstract | This article examines the concept of clinical supervision as “professional supervision”. Professional supervision contains many elements, is structured and not without effort. Fundamentally it is about being safe and professional. 'Reflective learning' and 'Live/tutorial' models are reviewed in different contexts for assisting nurses work through everyday issues, conflicts and problems of their role. The author concludes that regardless of which model is used there are benefits for safety and professionalism. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1310 | ||
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| Author | Richardson, M.; Vernon, R.A.; Jacobs, S. | ||||
| Title | Implementing health assessment into the undergraduate nursing curriculum | Type | Journal Article | ||
| Year | 2005 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | Available online from Eastern Institute of Technology |
| Volume | 13 | Issue | 1 | Pages | 18-21 |
| Keywords | Nursing; Education; Curriculum | ||||
| Abstract | This article explores historical, philosophical and theoretical perspectives of health assessment, and discusses one institution's experiences developing and implementing undergraduate health assessment courses. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1306 | ||
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| Author | MacDonald, R. | ||||
| Title | Mammography screening for breast cancer: Does it reduce the mortality rate? | Type | Journal Article | ||
| Year | 2005 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | Available online from Eastern Institute of Technology |
| Volume | Issue | Pages | 8-12 | ||
| Keywords | Breast cancer; Screening; Risk management; Health education; Cancer | ||||
| Abstract | This paper critically examines the literature on mammography as a breast cancer screening modality. It looks at what the New Zealand consumer is being told about the scientific uncertainties about the effectiveness of mammography and the substantial risks involved with it. This literature review raises concerns about the lack of information available for healthy women to make a fully informed decision about mammography screening. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1304 | ||
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| Author | Haggerty, C. | ||||
| Title | Preceptorship for entry into practice | Type | Journal Article | ||
| Year | 2002 | Publication | Whitireia Nursing Journal | Abbreviated Journal | |
| Volume | 9 | Issue | Pages | 7-13 | |
| Keywords | Preceptorship; Psychiatric Nursing; Nursing; Education | ||||
| Abstract | The author examines some of the issues affecting preceptorship in relation to a graduate diploma programme of psychiatric mental health nursing. Previous research by the author lead to recommendations on clarifying the roles and responsibilities of those involved in the programme, and improving preceptor selection, training, support and evaluation. By providing such clarity and support, the preceptor role in the clinical setting is given the best chance to succeed. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1295 | ||
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| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Nursing; Education | ||||
| Abstract | ABSTRACT BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system. AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ). METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS). RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study. CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
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| Call Number | NRSNZNO @ research @ | Serial |
1291 | ||
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| Author | Haggerty, C. | ||||
| Title | Supporting the development of critical analysis through the use of a constructivist learning strategy | Type | Journal Article | ||
| Year | 2004 | Publication | Whitireia Nursing Journal | Abbreviated Journal | |
| Volume | 11 | Issue | Pages | 19-26 | |
| Keywords | Nursing; Education; Teaching methods; Theory | ||||
| Abstract | This paper analyses how the programme co-ordinator for a diploma in mental health nursing used the Instructional Design process in order to identify aspects of teaching and learning that could further enhance the student development of critical thinking. Theoretical understandings of constructivist learning environments are outlined, and translated to this programme. Tools and techniques such as learning strategies, scaffolding, coaching and modelling are explained. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1290 | ||
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| Author | |||||
| Title | Dementia care: A literature review | Type | Journal Article | ||
| Year | 2001 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | |
| Volume | 7 | Issue | 13 | Pages | 33-36 |
| Keywords | Dementia; Nurse-patient relations; Quality of health care; Nursing; Education | ||||
| Abstract | This article defines dementia, and explores recent trends in relation to why it is such a misunderstood condition in the health care setting. Within a theoretical framework of literature development, nurse client relationships, and quality of care and attitudes are analysed. Gaps, inconsistencies and consistencies are outlined, with the implications for nursing practice and education explored. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1279 | ||
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| Author | Delugar, A. | ||||
| Title | An historical inquiry to identify the contribution Beatrice Salmon's writings made to nursing education in New Zealand, 1969-1972 | Type | |||
| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | History of nursing; Nursing; Education | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial |
1271 | ||
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| Author | Burtenshaw, M.K. | ||||
| Title | Characteristics and expectations of beginning Bachelor of Nursing students | Type | |||
| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Students; Nursing; Education | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial |
1269 | ||
| Permanent link to this record | |||||
| Author | Rummel, L. | ||||
| Title | Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings | Type | |||
| Year | 2001 | Publication | Abbreviated Journal | Massey University, Albany, Library | |
| Volume | Issue | Pages | |||
| Keywords | Preceptorship; Nursing; Education; Identity; Intensive care nursing | ||||
| Abstract | This thesis used a Heideggerian Hermeneutic approach to explore the experiences of registered nurses who act as preceptors to undergraduate student nurses. The researcher interviewed fifteen volunteer registered nurses twice as preceptors to investigate their experience. The data generated was audio-taped and analysed. Four dominant themes emerged. The first, 'Becoming attuned – the call', related to registered nurses responding to the call to be preceptors to students in their clinical placement. The second, “The emerging identity of being-as preceptor: keeping the student in mind”, related to preceptors cultivating their own identity as preceptors as they worked with students in the world of nursing practice. The third, 'Assessing where the student is at: the preceptor and preceptee working and growing together', related to a constant evaluation by preceptors of students' knowledge, readiness to learn, and the provision of learning opportunities. The fourth, 'Preceptors as builders of nursing practice through teaching reality nursing', facilitated the preceptee's experience of the real world of nursing practice. An overall constitutive theme: 'Preceptors as the safeguarders of the practices of nursing', emerged as the essence of the experience. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1263 | ||
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| Author | Hylton, J.A. | ||||
| Title | Enrolled nurse transition to degree level study based at a rural satellite campus | Type | |||
| Year | 2002 | Publication | Abbreviated Journal | Massey University Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Enrolled nurses | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial |
1248 | ||
| Permanent link to this record | |||||
| Author | Gare, L. | ||||
| Title | Patient experience of joint replacement education: A joint venture | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
| Volume | Issue | Pages | |||
| Keywords | Nurse-patient relations; Health education; Communication | ||||
| Abstract | The aim of this research was to explore patients' educational experiences and the usefulness and benefits of this health education in the rehabilitation period, when undertaking a total joint replacement. An exploratory, qualitative descriptive study method was used to describing patients' experiences of health education. Five participants, convenience sampled, were interviewed eight to twelve weeks post surgery following unilateral total joint replacement in a tertiary hospital. Participants valued the education they received pre operatively, which included written material, video and individual interaction with varied health professionals. Although this was provided in a timely manner, evidence showed limited post operative reinforcement and follow up of given education and preparation for discharge. Three 'partnership' themes were identified from data, Communicative, Subservient and Knowledge. 'Communicative Partnership' conceptualised the participants' experiences of the nurse-patient relationship, whilst 'Subservient Partnership' captured the participants' experiences of 'being' patients. 'Knowledge Partnership' combined the participants' ideas about knowledge and their retention of this knowledge to assist with their rehabilitation post surgery. The needs and experiences of patients after total joint replacement reflect on transitional change – changes in roles, behaviour, abilities and relationships. Educational contents need to reflect a realistic recovery process to assist with this transitional period, delivered by health care professionals in a manner best suited for patients. | ||||
| Call Number | NRSNZNO @ research @ 1235 | Serial |
1220 | ||
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| Author | Mackay, B. | ||||
| Title | Using SMS mobile technology to M-Support nursing students in clinical placements | Type | Conference Article | ||
| Year | 2007 | Publication | NorthTec Nursing & Health Conference Papers | Abbreviated Journal | coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume | Paper presented at eFest Conference 27th-29th Sept | Issue | Pages | ||
| Keywords | Technology; Nursing; Education | ||||
| Abstract | M-Learning compliments and supports E-Learning and incorporates technologies such as the use of mobile phones, PDAs and pod casting. A sub function of M-Learning is M-Support which is the provision of support for the mobile student. This paper describes a pilot project using short message service – mobile technology -to M-support nursing students in primary health care clinical placements. Forty one students took part in a mixed methods study to assess the project against a pre determined set of criteria. The results indicated that students did feel supported by the messages, cost was not prohibitive, flexibility in communication was appreciated, and the acceptance was high. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1218 | ||
| Permanent link to this record | |||||
| Author | Clunie, S. | ||||
| Title | The current trend and importance of postgraduate education for nurses | Type | Journal Article | ||
| Year | 2006 | Publication | Nursing Journal Northland Polytechnic | Abbreviated Journal | coda, An Institutional Repository for the New Zealand ITP Sector |
| Volume | 10 | Issue | Pages | 18-23 | |
| Keywords | Nursing; Education; Professional development; Leadership; Policy | ||||
| Abstract | The purpose of this essay is to examine why postgraduate education has become so important, to examine some of the issues around mandatory continuing education and the practical effect of this on a nursing career. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition programmes is discussed along with the need for strong nursing leadership. | ||||
| Call Number | NRSNZNO @ research @ | Serial |
1207 | ||
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