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Takarangi, J. Primary health care: implications for nursing workforce planning in New Zealand.
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Davidson, R., Bannister, E., & De Vries, K. (2013). Primary healthcare NZ nurses' experiences of advance directives : understanding their potential role. Nursing Praxis in New Zealand, 29(2), 26–33.
Abstract: Presents results of a qualitative study of the knowledge, attitudes, and experiences of advance directives among 13 senior primary health-care nurses. Analyses participants' understanding of their potential role in this area, supporting the need for open communication in the primary health-care setting.
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Litchfield, M. (1993). Priorities for research. kai Tiaki: Nursing New Zealand, 1(8), 28–30.
Abstract: An article adapted from the author's contribution as an invited member of the International Panel of Nurse Researchers leading the Special Research Seminar of the 1993 International Council of Nurses Quadrennial Congress, Madrid, Spain. The priorities of nursing research in New Zealand were derived from the findings of a semi-structured survey of the opinions of nurses in academic settings.
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Gray, N. (2020). Privileging Matauranga Maori in nursing education: Experiences of Maori student nurses learning within an indigenous university. Master's thesis, University of Auckland, Auckland. Retrieved July 8, 2024, from https://auckland.figshare.com/articles/thesis/Dissertation2020NadineGray_pdf/15121350
Abstract: Investigates factors supporting Maori student engagement, retention and success in nursing education. Explores the experiences, perceptions and insights of Maori nursing students enrolled in Te Ohanga Mataora: Bachelor of Health Sciences Maori Nursing at Te Whare Wananga O Awanuiarangi. Conducts semi-structured face-to-face interviews with 12 full-time Maori undergraduate nursing students, highlighting both positive and negative factors in academic engagement.
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Cassidy, S. (2014). Proactive nursing practice and research to address improvement of health care needs of vulnerable children and their families. Wellington, N.Z.: Nursing Education and Research Foundation (NERF).
Abstract: Observes best practice in caring for infants/children with Epidermolysis Bullosa in Asia, Europe and Turkey, and makes recommendations for NZ practice. Compares the NZ approach to pressure injuries with that in Europe. Describes the treatment of superficial and partial thickness burn injuries in NZ. Part of the Margaret May Blackwell Scholarship Reports series.
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Walker, J. Problem based learning: an action research study on the effectiveness of classroom activities.
Abstract: Problem based learning (PBL) has been used in a Bachelor of Nursing course since 1996 and several modifications to this delivery have been made. These changes were in response to concerns from students and tutors that students knowledge level was not appropriate and they were unable to apply this knowledge to their practice. The pure PBL process has been adapted to gradually move from tutor direction to self-direction. This has enabled students to develop critical thinking, problem solving, information retrieval and evaluation skills and group work skills over an 18-week period.However, no rigorous evaluation of these changes had been undertaken and so the purpose of this study was to evaluate how the current format of PBL was meeting students learning needs. An action research method was chosen as most relevant to the context and the questions posed, namely: How useful are the classroom activities in developing students understanding and integration of knowledge? How well do the students perceive they are learning compared to traditional teacher-centred methods?Two cycles of the action research method (Cardno and Piggot-Irvine, 1994) were used, involving four tutors and 17 students. Data was collected both quantitatively and qualitatively. Findings indicated the importance of: explaining the purpose and process of PBL; communicating in detail the role of both students and tutors; keeping communication open between students and tutors; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed
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Ritchie, M. S. (2004). Process evaluation of an emergency department family violence intervention programme. Ph.D. thesis, , .
Abstract: Family violence is common and there are significant long-term negative health effects from victimisation. Health professionals are now recognised as key providers of family violence intervention. The Hawke's Bay District Health Board HBDHB) launched a Family Violence Intervention Programme in the emergency department in 2002, in accordance with national directives. The Family Violence Intervention Programme includes routine questioning for partner abuse within social history assessments for all women 16 years and over who seek healthcare services. Nurses assumed responsibility for implementing this programme into emergency department practice. Establishing partner abuse screening in practice requires an organisational and attitudinal change. Achieving and sustaining this change can be difficult. Evaluation was considered an essential aspect of the systems approach adopted within the HBDHB Family Violence Intervention Programme to support change. The aim of this study was to identify the enablers and barriers to routine questioning in the emergency department one year after the programme was launched and the strategies to address these barriers. The staff who have responsibility for routinely questioning women were considered well placed to provide this information. The methodology selected was evaluation research using semi-structured interviews. The design included member checking and triangulation of the findings. Eleven emergency department staff members participated in five (two group and three single) interviews. The interviews revealed that routine questioning for partner abuse is difficult in the emergency department setting. Barriers to questioning exist and enablers can eliminate or minimise these. Enablers such as policy and training support routine questioning. Barriers identified included the lack of privacy and time. Participants suggested strategies to overcome these. These barriers, enablers and solutions were either personal or organisational in origin and all had a common theme of safety. An outcome of the study was the development of a model of barriers and enablers to ensure safety when routinely questioning women for partner abuse. This evaluation has utility within the HBDHB as it informs programme progression. However, the evaluation has wider implications. The experiences of the emergency department staff led to the emergence of key themes that may inform the development of comparable programmes. Introducing routine questioning requires a practice change; a multifaceted approach focusing on safety can assist staff to achieve that change.
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Thompson, L. E. (2006). Profession and place: Contesting professional boundaries at the margins. Ph.D. thesis, , .
Abstract: Based on qualitative research conducted in New Zealand and the Western Isles with rural primary care nurses and Family Health Nurses respectively, this thesis explores the ways that nurses construct flexible generalist professional identities that challenge traditional inter and intra-professional boundaries. Rhetoric of 'crisis' is often utilised to raise political awareness of the problematic, but in fact, rural general practitioner recruitment and retention has been documented for about a hundred years. For about the same length of time nurses have been providing primary health care services in rural and remote places, often working alone. In the New Zealand case, rural primary care nurses negotiate the boundaries between nursing and medicine, those within nursing itself, and also those between nursing a paramedic work. Nurses perform this boundary work by negotiating self-governing 'appropriate' and 'safe' professional identities. In the Western Isles case, the introduction of the newly developed role of Family Health Nurse serves to highlight the problematic nature of inserting an ostensibly generalist nursing role beyond the rural.
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Peach, J., & Hall, B. (1999). Professional boundaries: Being in relationship 'with' yet remaining separate. Professional Leader, 5(1), 16–18.
Abstract: This article describes the management of the therapeutic relationship, that is set up between nurses or midwives and those in their care. It reviews the responsibilities of the health practitioner, and looks at issues around boundaries, confidentiality and accountability. It also looks at the role senior colleagues can play in ensuring this intentional relationship is managed professionally.
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Caygill, J. (1989). Professional care: structure, strategy and the moral career of the nurse in a psychiatric institution (Vol. 8). Ph.D. thesis, , .
Abstract: This thesis presents the job of psychiatric nursing from the nurse's point of view, as derived from the author's personal experience and from interviews with thirty five other staff within a particular psychiatric institution.The first part of the thesis is reconstructed narrative account of an afternoon and a day shift in an acute admission ward. In the second part, the basic situation on the ward and some of the exigencies of nurse-patient and nurse-staff relations are discussed from structuralist and strategic conduct perspectives.The discussion that follows Anthony Giddens' (1976, 1979, 1984) conceptual framework of power, legitimation and signification, with particular attention to the strategic implications of ward routines, nursing practices, and interpersonal relations, as well as the duality of clinical and moralistic interpretive themes. The third part of the thesis 'the nurse's progress' over time. Characteristic changes in understanding and awareness take place with the movement from the 'backwards' to the 'acute' area and from the student to staff nurse. This is portrayed as a 'moral career' analogous to that suggested by Goffman (1968) for psychiatric patients; marked by 'happenings' that generate revised conceptions of self and others, and including those experiences of duality and contradiction discussed in part Two. While acknowledging the diversity of nurses' attitudes and approaches, with variations according to individual temperament, past experiences and the current setting, the suggestion is made of a common and distinctive 'meta-awareness' that develops with the fob
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Wilson, K. F. (1995). Professional closure: the case of the professional development of nursing in Rotorua 1840 – 1934 (Vol. 13). Ph.D. thesis, , .
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Harry, J. (2008). Professional development in nursing through the pages of Kai Tiaki: A comparative analysis – 1920 to 1930 and 2000 to 2006. Ph.D. thesis, , .
Abstract: Kai Tiaki, first published in New Zealand in 1908, provides a means of communication among New Zealand nurses. It is currently the journal of the New Zealand Nurses Organisation members and previously was aligned to the New Zealand Trained Nurses' Association in the 1920s. This dissertation examines what nurses write about professional development through the pages of Kai Tiaki. Two time periods are examined, 1920 to 1930 and 2000 to 2006.
Central to the discussion on professional development is post-registration education. Post-registration education in nursing commenced in New Zealand in 1928, and has progressed to the current day where nurses can engage in post-graduate nursing to master and doctoral level. Kai Tiaki provides a channel for nurses to discuss and debate their thoughts on post-registration and post-graduate education. Two key themes emerge from analysis. Firstly, the survival mode of nurses highlights oppression as a contributing factor to professional development. Secondly, examining the role of the New Zealand Trained Nurses Association (1920s) and the New Zealand Nurses Organisation (2000s) presents an understanding of the political nature of the journal itself and how this influences professional development. This dissertation provides critical reflection on professional development for nurses through the pages of Kai Tiaki and provides suggestions for future research.
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Litchfield, M. (1998). Professional development: Developing a new model of integrated care. Kai Tiaki: Nursing New Zealand, 4(9), 23–25.
Abstract: An overview of the model of nursing practice and nurse roles derived through a programme of nursing research in the context of the policy and strategies directing developments in the New Zealand health system. The emphsis was on the health service configuration model presented diagrammatically to show the position of a new role of family nurse with a distinct form of practice forming the hub.
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Euswas, P. W. (1991). Professional nurses' view of caring in nursing practice: two preliminary studies in New Zealand (Vol. 5). Ph.D. thesis, , .
Abstract: Two convenience samples of 90 NZ registered nurses responded to two structured questionnaires designed to explore nurses views of caring in nursing practice.The studies demonstrate that nurses see caring as a central concept in their practice. From the response the meaning of caring was found to be multi dimensional, consisting of six components: value, expressive, action, relationship, knowledge and purpose. The value dimension includes areas such as humanistic value and professional value. The expressive component consists of empathy, compassion, trust, concern, sharing and willingness. Action components are helping, comforting, being there, empowering, advocacy, nurturing, advising, touching and performing nursing procedures. The major relationship component is partnership. An important part of the knowledge component is clinical expertise and the purposive component of caring consists of meeting health needs and promoting healing and welfare. The meaning of caring begins to emerge from these studies. However, they do not provide full understanding of caring phenomena. A further in-depth study of actual nursing practice is still in progress
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Hansen, C. (2004). Professional practice attributes within public health nursing. Ph.D. thesis, , .
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