| |
Records |
Links |
|
Author |
Seccombe, J. |
|
| |
Title  |
Attitudes towards disability in an undergraduate nursing curriculum: The effects of a curriculum change |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
27(5) |
Pages |
|
|
| |
Keywords |
People with disabilities; Nursing; Education; Students |
|
| |
Abstract |
Through improved technology and treatment and ongoing de-institutionalisation, nurses will encounter growing numbers of people with disabilities in the New Zealand community and hospitals. Quality of nursing care is influenced by attitude and this study was to evaluate the effect of a curriculum change on the attitudes of two different streams of student nurses towards people with disabilities. During the year 2002 a focused disability unit was introduced to the revised undergraduate nursing curriculum of a major educational institution in New Zealand. The opportunity arose to consider student nurses' attitudes toward disabled people, comparing two streams of students undertaking two different curricula. A convenience sample of students completed Yuker, Block and Younng's (1970) Attitudes Toward Disabled Persons scale (ATDP) form B prior to and on completion of their relevant disability unit. No statistically significant difference in scores was demonstrated. A number of possible reasons for this are suggested. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
833 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Seccombe, J. |
|
| |
Title |
Attitudes towards disability in an undergraduate nursing curriculum: A literature review |
Type |
Journal Article |
| |
Year |
2007 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
27(5) |
Pages |
|
|
| |
Keywords |
Nursing; Education; Students; People with disabilities |
|
| |
Abstract |
In the process of introducing a new disability unit into an undergraduate nursing curriculum in a New Zealand educational setting, the opportunity arose to conduct a small study comparing the attitudes of students nurses to people with disabilities. This paper discusses the literature review, which formed the basis for the study. A range of perspectives and research was identified that explored societal and nurses' attitudes, disability studies in undergraduate nursing curricula, the impact of nurses' attitudes on patient care, and interventions for changing those attitudes. Effective nursing care can be severely compromised through negative attitudes, and concerns are expressed at the lack of attention given to this issue in nursing curricula generally. The literature showed that combining educational approaches with opportunities for student nurses to interact with disabled people provides the most effective means for student nurses to develop positive attitudes towards disabled people. The goal for nurse educators is to ensure the inclusion of disability studies as a core component in undergraduate nursing education. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
834 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Roberts, Jennifer |
|
| |
Title |
An investigation into the preparedness for and experiences in working with Maori nursing students among New Zealand tertiary institutes, schools and nurse educators |
Type |
Book Whole |
| |
Year |
2020 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
222 p. |
|
| |
Keywords |
Maori students; Nursing students; Nursing education; Nurse educators; Te Ao Maori; Cultural safety |
|
| |
Abstract |
Performs an explanatory sequential mixed-methods study comprising a questionnaire followed by interviews, to understand the experiences and preparedness of nurse educators in working with Maori nursing students. Demonstrates that throughout NZ, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Maori learners. Finds from interviews that environments encompassing te ao Maori (the Maori world) and staff practises that aligned with this were enabling for Maori nursing students. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1758 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Guy, Max Timothy |
|
| |
Title |
An exploration of the educational experiences of new nurses who are men within Aotearoa New Zealand |
Type |
Book Whole |
| |
Year |
2020 |
Publication |
|
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
131 p. |
|
| |
Keywords |
Male nurses; Nursing students; Nursing workforce; Recruitment and retention; Surveys |
|
| |
Abstract |
Aims to inform future curriculum design to support, retain, and attract more men to nursing. Uses a descriptive qualitative design to explore the experiences of male nurses prior, during and after the Bacelor of Nursing degree. Conducts semi-structured interviews with 9 male nurses resulting in two main themes: isolation during training; inaccurate public perception of the of the scope of the modern nurse. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1759 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Foster, Pamela; Payne, Deborah; Neville, Stephen |
|
| |
Title |
An exploration of how nurse education practices may influence nursing students' perception of working in aged care as a registered nurse: A Foucauldian discourse analysis |
Type |
Journal Article |
| |
Year |
2022 |
Publication |
Nursing Praxis in Aotearoa New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
38 |
Issue |
2 |
Pages |
23-31 |
|
| |
Keywords |
Nursing education; Nursing students; Aged care; Employment |
|
| |
Abstract |
Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1806 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Scott, Susan |
|
| |
Title |
A tripartite learning partnership in health promotion |
Type |
Journal Article |
| |
Year |
2011 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
27 |
Issue |
2 |
Pages |
16-23 |
|
| |
Keywords |
Health promotion; Clinical learning; Partnership; Primary health-care; Nursing students |
|
| |
Abstract |
Describes a partnership between a NZ nursing programme and a community trust whereby nursing students enrolled with youth at a local high school that promoted health. Argues that the strategy contributes to the students' acquisition of the collaborative skills required to develop nursing partnerships within communities. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1464 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilson, S.C. |
|
| |
Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
Type |
|
| |
Year |
2007 |
Publication |
|
Abbreviated Journal |
Massey Research Online |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nurse-patient relations; Nursing; Education; Students; Professional competence |
|
| |
Abstract |
This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1144 |
|
| Permanent link to this record |
