|
|
Lee, S. V. (2005). The advanced practitioners' guide to integrating physical and mental health: Introducing the role of the mental health consultation liaison nurse.
Abstract: Evidence within the literature highlights that staff within the general hospital wards are not necessarily equipped to assess and meet the needs of patients with mental health or behavioural problems. The author notes that this is cause for concern as a number of people requiring admission to the general wards often have a complex, interrelated combination of physical and mental health problems. Within New Zealand there have also been a number of changes to health care policies that have increased general nurses contact with mental health patients over the last decade. The Mental Health Consultation Liaison Nurse is an advanced nurse specialist who can meet this need. Having reviewed the literature and communicated with Mental Health Consultation Liaison Nurses in New Zealand and Australia, the author says it is clear that the availability of a mental health nurse within the district health board general wards would be advantageous to all. The role has been shown to positively influence the care of patients and benefit other health care professionals. It provides an improved system of care that is co-ordinated, integrated and responsive to the needs of patients and health care staff. The implementation of the Mental Health Consultation Liaison Nurse role has the potential to cut costs in relation to decreasing length of stay with untreated mental health issues, and reduce the cost of continued use of 'specialling' unnecessarily. Also of importance is the fact that such a position would assist the district health board to comply with the standards of health care provision as directed by the Mental Health Commission and the Ministry of Health. The author suggests that the introduction of the Mental Health Consultation Liaison Nurse role represents a change in traditional ways of providing general nursing and consequently there are a number of issues that may hinder its success. This dissertation aims to increase the visibility of mental health nursing and provide a resource for others debating the development and implementation of the Mental Health Consultation Liaison Nurse role.
|
|
|
|
Fogarty, K. (2005). The assessment of competence in the novice nurse in the adult intensive care unit. Ph.D. thesis, , .
Abstract: This dissertation explores the assessment of nurses' clinical competence in the adult ICU setting. Specifically, methods for the assessment of competence are critiqued for their practical application to the novice nurse with less than six months experience in ICU. The assessment methods considered are continuous clinical assessment, self-assessment, peer review, objective structured clinical examination (OSCE), portfolio and computer assisted assessment. Several criteria are applied to the methods including the ability of each method to assess skills, knowledge and attitudes or values. Each method is critiqued for its implications in terms of cost and staffing resource, benefits and barriers to implementation. In addition, reliability and validity issues are considered for each method. The outcome of this exploration is the recommendation of a combination of methods; namely, portfolio and OSCE, for the assessment of competence in the ICU novice. The author concludes that this finding enhances current understanding within the ICU specialty of the multidimensional nature of competence assessment.
|
|
|
|
Lesa, R. (2019). The contribution of simulation in the development of clinical judgement: Students' perspectives. Doctoral thesis, University of Otago, Dunedin. Retrieved July 1, 2024, from http://hdl.handle.net/10523/9348
Abstract: Conducts an exploratory case study investigating the experiences of third-year undergraduate nursing students in simulations, collecting stories about their experiences in the clinical environment, and highlighting the potential use of simulation as an alternate learning environment to foster the development of clinical judgement in nursing students. Considers two research questions: how do nursing students experience simulation as an environment for learning, and how do nursing students' learning experiences in simulation and clinical practice influence their development of clinical judgement skills? Conducts one-to-one interviews and observes simulations in the course of an exploratory case study.
|
|
|
|
Clunie, S. (2006). The current trend and importance of postgraduate education for nurses. coda, An Institutional Repository for the New Zealand ITP Sector, 10, 18–23.
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.
|
|
|
|
Perkins, Z. (2020). The experiences of nurse managers navigating between two conceptual models of leadership in Aotearoa New Zealand. Master's thesis, Massey University, Wellington. Retrieved July 1, 2024, from http://hdl.handle.net/10179/16460
Abstract: Confronts the inherent conflict for nurse managers (NM) in the dual nature of their leadership role, the Professional Practice Model (PPM) and the Generic Management Model (GMM). Examines the challenges for NMs in trying to balance the conflicting requirements of their roles. Surveys five NMs about their main challenges: role confusion, expectations, support, and professional development. Contributes to the ongoing evolution of the NM role.
|
|
|
|
Holloway, K. T. (2000). The future for nursing education: UKCC review has relevance for New Zealand. Nursing Praxis in New Zealand, 16(2), 17–24.
Abstract: The author reviews the report 'Fitness for Practice' by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) noting many areas of relevance for New Zealand educators in outlining possible strategies for nursing education. Discussion of some of the recommendations is put in the context of a strategic review of undergraduate nursing education recently commissioned by the Nursing Council of New Zealand. Issues such as recruitment and access to education; retention; clinical assessment and placements; clinical skill acquisition and partnership are valid concerns for educators here also. Internationally, the author suggests, the commonalties in issues of concern lend validity to the concept of the global village and the necessity for a global perspective in health care workforce planning, including educational preparation.
|
|
|
|
Minto, R. (2006). The future of practice nursing. New Zealand Family Physician, 33(3), 169–172.
Abstract: The author describes and discusses the main barriers to practice nurses achieving their potential as a profession. She identifies key obstacles as the funding model, GP attitudes and the current employment model. Shared governance, the development of a patient-centred services, and new employment models are proposed as the basis of a new model of primary care delivery.
|
|
|
|
Winnington, R., & Cook, C. (2021). The gendered role of pastoral care within tertiary education institutions: An autoethnographic reflection during COVID-19. Nursing Praxis in Aotearoa New Zealand, 37(3). Retrieved July 1, 2024, from www.nursingpraxis.org
Abstract: Highlights the exacerbated gendered inequities for academic women caused by the pandemic, including gender pay gap, and women being channelled into administrative, teaching, and pastoral care roles not recognised with career advancement and remuneration compared to research routes facilitated for male colleagues. Uses a collaborative auto-ethnographic approach to reflect on the authors' experiences of emotional labour in supporting nursing students throughout the Covid-19 pandemic and the invisibility of the work within academia. Notes that the patriarchal construction of academia remains present and highly visible to the detriment of many female career trajectories.
|
|
|
|
Scott, S.(and others). (2011). The graduate nursing workforce : does an international perspective have relevance for New Zealand? Nursing Praxis in New Zealand, 27(3), 4–12.
Abstract: Reviews studies of nursing graduates that use local, regional or national populations of graduates to explore reasons for turnover over periods of time longer than the first twelve months of transition to practice. Identifies the reasons for mobility within nursing and out of the profession altogether.
|
|
|
|
Slight, C., Marsden, J., & Raynel, S. (2009). The impact of a glaucoma nurse specialist role on glaucoma waiting lists. Nursing Praxis in New Zealand, 25(1), 38–47.
Abstract: Reports on the effect of a 'nurse-led' glaucoma clinic at a large metropolitan hospital, in which patients were recruited from specific categories of glaucoma patients on the waiting list. Audits the impact on the waiting list over a two-year period.
|
|
|
|
Aspinall, C. (2022). The impact of intersectionality on the empowerment and development of nurses into leadership roles. Doctoral thesis, University of Auckland, Auckland. Retrieved July 1, 2024, from https://hdl.handle.net/2292/61957
Abstract: Highlights the impact of the intersection of socially-constructed identities such as race, gender, and class, on nurses' ability to develop as leaders. Aims to learn how to create a culture of nursing leadership by explaining the impact of intersectionality on the empowerment and development of nurses into leadership roles. Designs a mixed-methods, explanatory, sequential research study in two phases, comprising an online questionnaire and 31 semi-structured interviews with nurses and managers.
|
|
|
|
Houston, G. (2018). The impacts for the registered nurses of the New Entry to Specialty Practice Mental Health and Addiction Nursing Programme, of the programme, on their personal and professional development. Master's thesis, University of Canterbury, Christchurch. Retrieved July 1, 2024, from http://hdl.handle.net/10523/8505
Abstract: Explores the impact on nurses three to six years after completion of the New Entry to Specialty Practice (NESP) Programme. Thematically analyses in-depth, semi-structured interviews to identify the aspects of personal and professional development affected by the programme, using a qualitative descriptive approach. Focuses on four key themes: well set up; thinking differently; inter-connectedness; and reciprocation.
|
|
|
|
Cook, C., & Brunton, M. (2014). The influence of the Cartwright Report on gynaecological examinations and nurses' communication. Nursing Praxis in New Zealand, 30(2), 28–38.
Abstract: Reports findings from semi-structured interviews with 6 nurses and 7 women patients at a sexual health clinic where the women reported positive experiences of speculum examinations. Combines data with that from interviews with 16 patients and 16 clinicians regarding positive examinations, and analyses data to identify which clinical communication strategies were used, and how the women responded. Highlights the legacy of the Cartwright Report of the Cervical Cancer Inquiry of 1987/88.
|
|
|
|
Goulding, M. T. (2006). The influence of work-related stress on nurses' smoking: A comparison of perceived stress levels in smokers and non-smokers in a sample of mental health nurses. Ph.D. thesis, , .
|
|
|
|
Keer-Keer, T. (2012). The lived experience of adults with myasthenia gravis : a phenomenological study. Master's thesis, , .
Abstract: Examines the lived experiences of adults with myasthenia gravis(MG). Uses an interpretive phenomenological approach applying the research methodology of van Manen (1990). Interviews seven people living with MG and records their experiences of the disease. Poses broadly-worded questions about various topics related to MG, that include diagnosis, symptoms, treatments and coping strategies, guided by individual experiences. Reveals by means of thematic analysis that MG affects every aspect of a person?s ?lifeworld?: their sense of time, body, and space and their relationships with others. Highlights three main themes embedded in the data experienced by a person with MG: living with uncertainty, living with weakness and living with change.
|
|
