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| Author | Ross, J. | ||||
Title  |
Role identification: An impediment to effective core primary health care teamwork | Type | |||
| Year | 2001 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Multidisciplinary care teams; Teamwork; Primary health care | ||||
| Abstract | This study, which is methodologically grounded in qualitative research and philosophically informed by critical social science, explores aspects of the socio-political context in which practice nurses and general practitioners (core primary health care team) work within a team environment. It is indicated in the literature that there are benefits for improved health care through the development of collaborative teamwork. However, there have been many barriers identified which prevent collaborative teamwork. Amongst the many barriers, is the lack of role clarity and attitudinal differences. This thesis explored and highlighted whether the lack of role clarity and attitudinal differences do indeed impede the team's success, and are barriers to teamwork. The views and opinions of practice nurses and general practitioners and the understanding of their own and each other's current roles within the general practice setting were explored. The participants had the opportunity to discuss together, in focus group meetings, their thoughts on the topic. This raised their awareness of their taken for granted ideas on role and teamwork. Focus groups offered the participants the added opportunity to question each other which allowed for a deeper and more fulfilling understanding of role. New understandings that emerged could lead to alternative models of health care and influence the future delivery and planning of general practice. The thesis concludes by offering a potentially suitable model/framework which has been developed to further the understanding of teamwork in the future. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 571 | ||
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| Author | O'Reilly, A.F. | ||||
| Title |
Relinquishing personhood in dementia: Discordant discourses: A nurse's inquiry | Type | |||
| Year | 2002 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Dementia; Nursing; Nurse-patient relations; Relationships | ||||
| Abstract | This thesis traces the journey of the author's inquiry into family members' experience of the relinquishment of the personhood of a loved one with a dementia; a journey in which she reports that her own prior understandings were significantly challenged. The study was prompted by her experience of working in the area of dementia care and hearing, in the course of the working day, comments such as 'there's nobody there' made in relation to someone suffering from severe dementia. Such comments appear to imply that the person of the dementia sufferer in some way is no longer present. They are comments which relate to the very nature of personhood. The study takes impetus from the fact that the ways in which nurses view the personhood of dementia sufferers has significant consequences for the ways in which they respond to dementia sufferers and their families. This thesis, which retells the stories of four family members who each have a loved one with a dementia illness, reveals that rather than there being a unified concept of personhood in dementia, and in spite of the fact that particular understandings of dementia and personhood dominate our cultural conversations, in their day to day lives these four family members managed and made sense of their experience through particular and different ways of looking at the impact dementia has on the personhood of dementia sufferers. Not all did, in fact, relinquish the personhood of their family member. In their lived lives, the four research participants had recourse, each in different ways, to multiple discourses of personhood. For some, in addition to loss, there was also unexpected gain. This finding necessitated and shaped further inquiry into discourse and the role of discourse in shaping, constraining and opening up possibilities for meaning, and into the two substantive areas of dementia and personhood. Nurses work closely alongside the family of dementia sufferers who are daily faced with the challenge of managing and making meaning of that situation. It is critically important that they are able to recognise, validate and support the variety of needs that family members have. Nurses, whose education is traditionally based on a biomedical framework, are nevertheless often required to mediate between different understandings. Not only do they need currency of knowledge in the rapidly changing biomedical field of dementia, but they need also an understanding of the role and the power of discursive constructions of both dementia and personhood. Such understanding will provide insight into alternate ways of understanding these concepts. However, although such understanding is critical for nurses working in this area, the author suggests that nursing literature has not brought these discussions to the fore. | ||||
| Call Number | NRSNZNO @ research @ 792 | Serial | 776 | ||
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| Author | Cleaver, H. | ||||
| Title |
Reflections on knowing, not knowing and being in palliative care nursing | Type | |||
| Year | 2005 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Palliative care; Nursing; Terminal care; Nurse-family relations; Nurse-patient relations | ||||
| Abstract | The author notes that responses to questions from dying people and their families are as individual as each nurse, patient, family member, or situation. This is well recognised and an unspoken truth in palliative care practice. This paper explores the subjective nature of knowledge in palliative care generated through capturing moments of practice and subsequent reflections. This demonstrates how the author uses her model of care to open a space that enables the person and their family to find meaning from their experience and articulate what they need at the time. The author identifies her interest in the paradoxical reality of knowing and not knowing and describes how that paradox contributes to her role in supporting individuals' needs within their realities. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 511 | ||
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| Author | Cleaver, H | ||||
| Title |
Reflections on knowing, not knowing and being in palliative care nursing | Type | |||
| Year | 2005 | Publication | A research paper submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts (Applied) in nursing | Abbreviated Journal | Victoria University of Wellington |
| Volume | Issue | Pages | 57 | ||
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| Abstract | Responses to questions from dying people and their families are as individual as each nurse, patient, family member or situation. This is well recognised and an unspoken truth in palliative care practice This paper explores the subjective nature of knowledge in palliative care generated through capturing moments of practice and subsequent reflections. This demonstrates how the author uses her model of care to open a space that enables the person and their family to find meaning from their experience and articulate what they need at the time. The author identifies her interest in the paradoxical reality of knowing and not knowing and describes how that paradox contributes to her role in supporting individual?s needs within their realities |
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| Call Number | NZNO @ research @ | Serial | 1378 | ||
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| Author | Wilson, C. | ||||
| Title |
Reflections on care: Older people speak about experiences of nursing care in acute medical and surgical wards | Type | |||
| Year | 1998 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Older people; Nurse-patient relations | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ 289 | Serial | 289 | ||
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| Author | Wilson, S.K. | ||||
| Title |
Reconstructing nurse learning using computer mediated communication (CMC) technologies: An exploration of ideas | Type | |||
| Year | 2003 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Computers; Technology; Nursing; Education | ||||
| Abstract | Computerised technology has become a way of life. As nurse graduates enter a computer driven health care system we have a responsibility as nurse educators to ensure that they are computer familiar as borne out by the recent discussion papers released by the Nursing Council of New Zealand (2000a), which define the requirements for the practitioner of the future. Concurrently there is a call from the discipline of nursing for practitioners who have a form of knowledge that will bring about change within the socio-political context of the discipline as an outcome of critically reflective knowledge skills. Jurgen Habermas' (1971) treatise on knowledge and human interests, which offers a multi-paradigmatic approach to three forms of knowledge culminating in the emancipatory form provides a conceptual framework for many under-graduate pre-registration nursing curricular in Aotearoa-New Zealand. This thesis explores the author's ideas about contemporary undergraduate pre-registration nursing preparation in Aotearoa-New Zealand, associated knowledge outcomes, and the consequent links with contemporary computer-mediated communication (CMC) technologies. It positions a framework for integrating CMC technologies and the action of critically reflective practice as a learning journey. The framework is hypothetical and pragmatic. It emerges from the exploration of the thesis and is posited as a way toward integrating CMC technologies within extant undergraduate pre-registration nursing curricular in Aotearoa-New Zealand. The learning journey is comprised of three dimensions, learning-for-practice, learning-from-practice and learning-with-practice and draws on four different cyber constructs: being, knowing, relating and dialoguing. Knowing, relating and dialoguing are ontological positions taken in relation to being. The learning journey sustains some derivation from Habermasian (1971) based conceptual framework. There is a need for nurse educators to consider this in relation to contemporary CMC technologies. The author hope that this framework will serve those with an interest in nurse education and who are interested in a future using CMC technologies within the realities of nursing practice and education. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 904 | ||
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| Author | Blair, K.M. | ||||
| Title |
Recognising the sick patient: An emergency nurses view: A research paper | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Patient safety; Diagnosis; Training; Clinical decision making | ||||
| Abstract | This paper reports on a literature review that examines how health professionals (mainly nurses) recognise the signs of physical deterioration in their patients. It includes discussion of how nurses' clinical decision making skills influence how physical deterioration is identified and determines what changes in the delivery of care could have an impact on emergency department patients at risk of life threatening deterioration. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 467 | ||
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| Author | Stevenson, A.F. | ||||
| Title |
Realities and rhetoric: general hospital nursing in New Zealand 1945 to 1960 | Type | |||
| Year | 1997 | Publication | Abbreviated Journal | Victoria University of Wellington Library, Welling | |
| Volume | Issue | Pages | |||
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| Abstract | Up until the 1980s most of the historical writing about nursing and nurses in this country has been told from the points of view of past nursing leaders. The realities of day-to-day nursing in New Zealand general hospitals were relatively unknown.This thesis examines the experience of general hospital nursing between 1945 and 1960. The recollections of thirty-four nurses who nursed during this period have provided the key sources from which the major themes of this study have emerged. These themes, of dirty work, authoritarian control and discipline, and learning nursing are discussed within the context of an expanding hospital system and a shortage of nurses.The study demonstrates the vast differences between the recollections of nurses of the experience of nursing and the rather high-flown rhetoric of the nursing leadership.Changes to the amount of cleaning, the ;level of discipline and control, and ways in which learning nursing was organised were small and gradual and occurred in the late 1950s.Overall, though, nursing in general hospitals by 1960 ws almost unchanged from the 1930s.An ethos of selfless service, opposition to unionism, and Christian altruism was till dominant amongst the nursing leadership. Nurses in training still worked a six day week, were expected to stay on duty until the work was done, and were supervised closely in, on and off duty time | ||||
| Call Number | NRSNZNO @ research @ 162 | Serial | 162 | ||
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| Author | Mote, J.A. | ||||
| Title |
Quilting conversations: a reflective account of women growing up on the West Coast and going nursing in the 1930's and 1940's | Type | |||
| Year | 1998 | Publication | Abbreviated Journal | Victoria University of Wellington Library, Grey Ba | |
| Volume | Issue | Pages | |||
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| Abstract | This is an oral herstory of two West Coast Women in conversation with a contemporary, and all are nurses. The conversations are presented as whole patterns which are quilted together to form a story within a story. I have woven in my story, with the commonality of being a nurse and having lived on the West Coast for five years.Until the 1960s, women on the West Coast had had very little written about their lives and the nursing records on the Coast were very limited, even in the 1990s. The women in this study conveyed the childhood memories and the nursing days, as they reflected on a training that was strictly disciplined, hierarchical in a hospital based apprentice system.The opportunity to do this project has enabled me to explore some of the aspects of the lives of women on the West Coast, particularly through the eyes of two wonderful women. Their contribution has been particularly valuable, in that they were able to convey how it was for them as children, and also the experiences of their mother and other women. Both were nurses who trained at Grey River Hospital between 1933 and 1946, and they were able to recall their nursing days on the Coast and make a contribution to West Coast history.It has enabled me to rediscover my own nursing story and to gain insight into the conversations that will inspire my nursing, and enable me to hand on stories to other nurses. This thesis will also be of interest to nurses of the future, reflecting on the past and experiencing how it was then | ||||
| Call Number | NRSNZNO @ research @ 172 | Serial | 172 | ||
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| Author | McLean, J.M. | ||||
| Title |
Pushing the boundaries: Relationships with adolescents | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Psychiatric Nursing; Mental health; Adolescents; Nurse-patient relations | ||||
| Abstract | Therapeutic relationships are central to mental health nursing. The nurse's role in maintaining professional yet therapeutic boundaries within this relationship can be challenging. When therapeutic boundaries are breeched within the nurse adolescent relationship the adolescent's safety within this relationship is compromised. There is currently limited literature on how nurses are managing professional boundaries in relationships with adolescents in this setting. The adolescent's nature is to push boundaries; therefore the nurse needs to be acutely aware of this boundary pushing in everyday practice settings. For the safety of the adolescent and the nurse it is vital the nurse understands her role in managing the professional boundary. This thesis explores, through the use of narrative inquiry, four adolescent mental health nurses' experiences of assessing, understanding and maintaining therapeutic boundaries with adolescents in a mental health setting in New Zealand. The unique and specific implications for adolescent mental health nursing are discussed. Three key themes emerged from the analysis and findings: the importance of the nurse clarifying his/her role; the learning that occurs throughout the practice journey; and the role of the nurse in keeping the adolescent and the nurse safe. These findings highlight the importance of clinical supervision and open communication with senior nurses and mentors, which assist the nurse in monitoring practice. When nurses do not have sufficient knowledge of the fundamental principles of adolescent mental health nursing; such as knowledge and skills in both adolescent development and psychodynamic nursing, they are at risk of boundary crossings. Recommendations from this research include more emphasis on psychodynamic nursing principles in nursing education and nursing practice. There is a need for specialised education for nurses in child and adolescent mental health nursing. Nursing entry to practice programmes for new graduate nurses working in mental health, could assist in providing this. There is a call for further research into therapeutic relationships and professional boundaries in this complex nursing specialty. | ||||
| Call Number | NRSNZNO @ research @ 762 | Serial | 748 | ||
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| Author | Kupa, S. | ||||
| Title |
Psychogeriatric nursing: A review of the literature | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Mental health; Older people; Geriatric nursing; Age factors | ||||
| Abstract | This paper is a literature review of the psychogeriatric specialty and describes the clinical role, practice and knowledge of the psychogeriatric nurse. Literature reviews provide a useful means for evaluating what is currently known and understood in a particular area of interest to help nurses' build current opinion into practice. Psychogeriatric nursing is a specialised field of practice that focuses on the mental health needs of people over the age of 65 (including younger people who have acquired needs that are similar in 'like' and age and 'interest'). The literature asserts the urgent need to develop the role and practice of the psychogeriatric nurse in order to address the complex needs of our ageing population in areas such as home care, hospitals, primary health, and long term care institutions. The findings highlight aspects of nursing care that are essential to the role and practice of the psychogeriatric nurse. Knowledge that is necessary for best practice in psychogeriatric nursing care is drawn mainly from the field of general psychiatry and gerontology but also from general medicine, psychology, neurology, and disability. Nurses' working with older adults affected by psychogeriatric conditions must possess a broad knowledge of physical and mental health issues that affect the elderly, including also knowledge and understanding of psychosocial risk factors that can also have an impact on the health and behaviour of older people and their carers. Despite these literal assertions however there appears to be a dearth of literature available to support the requirements for developing the psychogeriatric nursing specialty in clinical practice, research, and education. The author notes that authorities in this specialised field of practice generally agree that with an increasing aging population looming in the future more research in the field of “old age psychiatry” will be critical. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 775 | ||
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| Author | Walsh, C. | ||||
| Title |
Psychiatric nursing: a feminist perspective on nursing practice | Type | |||
| Year | 1995 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
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| Abstract | |||||
| Call Number | NRSNZNO @ research @ 411 | Serial | 411 | ||
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| Author | Beale, T.M. | ||||
| Title |
Psychiatric nurses: the influence of their personal life experiences on therapeutic readiness | Type | |||
| Year | 1995 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
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| Abstract | This research investigates the impact of fifteen psychiatric nurses' personal experiences on their therapeutic relationships with clines. A hermeneutic phenomenological methodology informed by Heidegger is employed to gain an understanding of the human experience of these nurses in the context of the therapeutic relationship.The research illuminates the significant impact of these nurses' experiences on their relationships. Some experiences are found to enhance therapeutic readiness while the other personal experiences impede it, some impeding it to a degree that nurses are unable to work therapeutically with certain clients. The stories that describe the personal experiences that lead towards therapeutic readiness care special, as are the accounts of the professionalism and care that these nurses bring to their clients | ||||
| Call Number | NRSNZNO @ research @ | Serial | 256 | ||
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| Author | Ritchie, M.S. | ||||
| Title |
Process evaluation of an emergency department family violence intervention programme | Type | |||
| Year | 2004 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Evaluation | ||||
| 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. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 851 | ||
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| Author | McKergow, C.R.W. | ||||
| Title |
Preparing to care in the 21st century: A personal search for the meaning of ontological competency through an embodied journey of the soul | Type | |||
| Year | 2002 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Professional development; Breast cancer; Cancer | ||||
| Abstract | This thesis is a philosophical inquiry that reflects a personal search for the meaning of ontological competency undertaken by the author after developing breast cancer. The text weaves together in creative synthesis, a collection of academic and personal writing undertaken during an MA (Applied) in Nursing degree process. Using the work of Dowling Singe (1999), Watson (1999), and Wilber (1985, 1990, 1991 & 2000), the thesis seeks, through the use of reflective autobiographical inquiry (Johnstone 1999a), to explore the personal meaning-making activities engaged in during this time to throw light upon the nature of nurse / nursing being. Exploring developmental schemata drawn from personal experience and illuminated by theory, nurses and nursing are challenged to become more self-reflective and self-aware. To facilitate the personal and professional growth that underpins notions of ontological competency, various aids in the form of maps and models are provided to support a transformative journey into awareness. From this position of expanding consciousness, the nurse / nursing is encouraged to reach beyond current paradigms, metaparadigms, epistemologies, and restrictive philosophies and to yield to the evolutionary imperative that seeks to prepare for a 21st century clinical practice where caring / healing becomes embodied enactment from “the Ground of All Being”. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 774 | ||
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