Winiata, W. (2012). Leadership Styles and Nursing in a Whanau Ora Context. Available through NZNO library, (19), 43–50.
Abstract: This paper will focus on nursing leadership, in particular the place of whanau ora in nursing practice. It explores one Maori and one tauiwi leadership style in relation to nursing practice in a whanau ora context. A critical appraisal of the Maori leadership style is given alongside discussion of how it promotes positive shifts in the health status of Maori communities. Finally, the paper discusses how this Maori leadership style supports the learning and development of Maori student nurses preparing for registered practice.
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Bavidge, D. (2006). Leadership: Further perspectives. Available online from Eastern Institute of Technology, 14(1), 20–22.
Abstract: This paper uses two perspectives, a feminist analysis and emancipatory leadership model, to analyse the practice and philosophy of leadership. It finds the important components of leadership include communicating understanding, developing a sense of community, and reconstituting the power relationships. This challenges traditional leadership perspectives which privilege individuals hierarchically appointed, or with deemed alienable qualities or traits.
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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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Fielding, S. (2006). Learning to do, learning to be: The transition to competence in critical care nursing. Ph.D. thesis, , .
Abstract: Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner.
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Stojanovic, J. E. E. (2002). Leaving your dignity at the door: Maternity in Wellington 1950 – 1970. Ph.D. thesis, , .
Abstract: This thesis describes the maternity system in Wellington between 1950 and 1970 particularly from the perspectives of consumers and midwives. Four women consumers who experienced maternity in Wellington and two midwives who worked in Wellington's maternity hospitals during this period provided their oral testimonies as the main primary sources for this study. The author's experience of being a student nurse and a consumer in Wellington and other primary and secondary sources are used to substantiate, explore and explain the topic. The study traces the socio-political changes in New Zealand maternity from 1900 to 1970 creating a backdrop against which Wellington's maternity system, including the women, the hospitals, the workforce, maternity practices and the childbearing process are illuminated using the insights of women and midwives who experienced them. The oral testimonies of the six participants described positive and negative aspects of their maternity experiences, but the three strong themes that arose from their accounts included 'being alone', 'lack of autonomy' and 'uncaring attitudes'.
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Adams, J. (2012). Life Experience for an Adolescent with Type 1 Diabetes: Nursing Strategies to Support a Healthy Lifestyle. Available through NZNO library, (19), 18–26.
Abstract: This article explores the impact a chronic illness has on an adolescent patient, their family, and social, work, cultural and spiritual aspects of their life. The discussion will focus on the patient's healthcare experience and the nursing strategies undertaken to help maintain her optimum health. The personal information used in this article was gathered from an interview with the patient during a second-year undergraduate nursing student clinical learning experience.
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McKinney, C., Cassels-Brown, K., Marston, A., & Spence, D. (2005). Linking cultural safety to practice: Issues for student nurses and their teachers. Vision: A Journal of Nursing, (13(1)).
Abstract: Student nurses rely on their teachers, both academic and clinical, to assist them to develop their capacity to practice safely. Yet, in relation to cultural safety, relatively little has been written to assist the integration of theoretical knowledge to the world of practice. This article presents the findings of a small project undertaken by lecturers whose experiences supporting students' learning during clinical placements in Auckland stimulated interest in the students' attempts to use their classroom learning to begin their journey towards culturally safe nursing practice. A qualitative descriptive approach was used to explore the experience of nursing clients from cultures other than one's own and to describe culturally safe practice from the perspective of third year students.
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Johnstone, C. (2001). Linking diet and respiratory distress. Kai Tiaki: Nursing New Zealand, 7(5), 22–23.
Abstract: The author, a district nurse, describes the experiences of a patient with chronic obstructive pulmonary disease requiring long-term oxygen therapy and characterised as a carbon dioxide retainer whose overall health was improved by a carbohydrate restricted diet. The literature on carbohydrate intake and respiratory disease is briefly reviewed.
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Lowe, L. (2002). Linking housing and health status. Kai Tiaki: Nursing New Zealand, 8(9), 26–27.
Abstract: The author examines the impact of poor housing on health, and looks at how the situation can be improved. Ways that nurses can work towards improving housing standards and thus health are discussed.
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Wright, R. (2001). Linking theory with practice. Kai Tiaki: Nursing New Zealand, 7(2), 14–15.
Abstract: This article describes the care of a brain-dead intensive care unit patient. The human caring theory of Jean Watson is used to interpret the interactions between family, patient and nurse in this case study. Watson's concepts of care are examined as they relate to each stage of caring for the patient and his family.
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Scott, W. (2006). Listen to the beat of my heart: The lived experience of panic attack in undergraduate nursing students: An interpretive inquiry. Ph.D. thesis, , .
Abstract: This interpretive inquiry explores the lived experience of 3 undergraduate nursing students and one midwifery student who have panic attacks. The aim of the research is to give voice to these students and to raise awareness among nurse educators about the impact that panic attacks may have for them. The research question asks, “what is the lived experience of panic attack in undergraduate nursing students?” A semi structured interview was conducted with each student in order to gain significant data. The research identified four key themes implicit to the lived experience of panic attack analysis: Listen to the beat of my heart (embodiedness), fearfulness, shamefulness, and holding one's own (coping). The findings suggest that the lived experience of panic attack is embedded in the lifeworld of lived body, lived time, lived relation, and lived space. Panic attack affects students physically and emotionally and interpersonally. The significant finding is that nurse educators need be aware of the coping or non-coping strategies used by students and, most importantly, recognise the impact that panic attacks have on their study.
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Daniels, A. (2004). Listening to New Zealand nurses: A survey of intent to leave, job satisfaction, job stress, and burnout. Master's thesis, Auckland University of Technology, Auckland.
Abstract: This study aims to identify work related factors contributing to New Zealand nurses' intent to leave the job. Two hundred and seventy five surveys (response rate = 68.8%) from a random sample of 400 nurses employed in one district health board were used to explore intent to leave the job. Three research questions directed the description of levels of job satisfaction, job stress, and burnout found in nurse participants, correlations between the three variables, and the identification of variables predicting intent to leave the job through regression analyses. The survey found levels of job satisfaction were high, job stress was low, and burnout was average. Specifically, lack of opportunity to participate in organisational decision making, control over work conditions, control over what goes on in the work setting (key Magnet Hospital characteristics) were not evident, and with pay rates, were the main sources of job dissatisfaction. Workload was the most frequently experienced source of stress by nurse participants. Twenty-five per cent of nurse participants reported high levels of intent to leave the job. Correlations suggested that reductions in job satisfaction influenced increases in job stress and burnout. Job stress was associated with increases in emotional exhaustion. Emotional exhaustion was influenced by eight job satisfaction, job stress, and burnout subscales. Five subscales (professional opportunities, praise and recognition, interaction opportunities, extrinsic rewards, lack of support) explained 26.2% of the variance in nurse participant's intent to leave. The author concludes that issues of power and control were associated with job dissatisfaction, job stress and burnout in nursing practice. However, predictors of intent to leave the job suggest a growing realisation by nurse participants that postgraduate education and nursing research may provide the tools to create positive change in the health care environment and make nursing visible, valued and appropriately rewarded.
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Davies, M. (2005). Lived experiences of nurses as they engage in practice at an advanced level within emergency departments in New Zealand. Ph.D. thesis, , .
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Rook, H. (2017). Living nursing values: a collective case study. Doctoral thesis, Victoria University of Wellington, Wellington.
Abstract: Explores the humanistic values of professional nurses practising in medical ward environments and how these values are lived in day-to-day nursing practice on three medical wards in NZ using observations, focus groups, interviews, a burn-out survey and theoretical application. Challenges the nursing profession to acknowledge and address the visibility of nursing values in contemporary practice, as well as acknowledge the dissonance that exists between the values of nursing and the values that drive healthcare delivery.
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Carter, H., MacLeod, R., Brander, P., & McPherson, K. (2004). Living with a terminal illness: Patients' priorities. Journal of Advanced Nursing, 45(6), 611–620.
Abstract: The aim of this paper is to report on an exploratory, qualitative study exploring what people living with terminal illness considered were the areas of priority in their lives. Ten people living with terminal cancer were interviewed. Analysis of the interviews incorporated principles of narrative analysis and grounded theory. Over 30 categories were identified and collated into five inter-related themes (personal/intrinsic factors, external/extrinsic factors, future issues, perceptions of normality and taking charge) encompassing the issues of importance to all participants. Each theme focused on 'life and living' in relation to life as it was or would be without illness. Practical issues of daily living and the opportunity to address philosophical issues around the meaning of life emerged as important areas. The central theme, 'taking charge', concerned with people's levels of life engagement, was integrally connected to all other themes. The findings suggest that the way in which health professionals manage patients' involvement in matters such as symptom relief can impact on existential areas of concern. The findings challenge some aspects of traditional 'expert-defined' outcome measures. As this was an exploratory study, further work is needed to test and develop the model presented.
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