Abstract: This study was designed to explore the perceptions of Nurse Tutors, of their first two years following appointment to teaching positions, in a small regional Polytechnic . There was particular emphasis on factors they believed enhanced or impeded their performance, in the first two years of their employment.It was hoped the project would serve as a springboard for their development of support to assist Nursing Tutors during the first two years in their employment.The purpose of the study was not to examine the formal induction process, or the role of the staff development unit. Instead it aimed to focus on the experience of the Nursing Tutors within the Nursing school, and associated practicum teaching.An essentially qualitative approach was adopted. The aim being to discover patterns in the data from the research, and explore these themes with reference to relevant literature. Case study was chosen as the design framework for the study.Participants in the study were five Nurse Tutors who had joined the Polytechnic during the last two years and volunteered to participate in the study.Data was gathered by interview based on critical incidents, identified by participants. Themes identified from interview transcripts are discussed with reference to relevant literature. These themes indicated that tutors looked forward to their new role with anticipation, but that initial teaching experience was somewhat negative, and they did not feel well prepared. An important issue was congruency between the Nursing Curriculum (with focus on care), relationships with students and staff, and institutional constraints. The tutors coped with multiple demands, the three worlds of the Polytechnic , Health Care system and home (and for some degree study!). Participants were actively seeking strategies for successful teaching and able to reflect on aspects they wished to change. Although there were common elements , each participant demonstrated individual strengths and needs.The study concludes with suggestions for future action, including appropriate preparation prior to initial teaching, attention to initial workloads, exploration of buddying, discussion of what constitutes a safe, caring, learning and teaching environment and the relationship to the Nursing curriculum. It is suggested that collaborative sessions in order to share expertise in teaching and learning and/or action research may assist in support of new tutors (and ultimately benefit all staff)

Abstract: Examines levels of reported violence and aggression within a tertiary-level emergency department (ED) in NZ. Explores staff attitudes to violence and the reporting of it. Conducts a one-month intensive prospective audit of the reporting of violence and aggression within the ED. Compares results with previously-reported data, and finds that failure to report acts of violence is common. Highlights that emergency nurses are the primary targets of abuse and confirms the effect it has on retention.

Abstract: The introduction of the 2001 New Zealand Primary Health Care Strategy has seen increased emphasis on the development of the national primary health care nursing workforce. National and local nursing workforce development initiatives, in response to the strategy, have seen evolving models of primary health care nursing practice in New Zealand. Research was undertaken in 2007 to review the current position of the Wairarapa primary health care nursing workforce. Quantitative, descriptive data was generated through the application, at a local level, of the 2001 Ministry of Health Primary Health Care and Community Nursing Workforce survey tool. Many of the regional challenges highlighted by survey respondents in 2007 are similar to those identified in the national 2001 survey. These include predominantly low numbers of Maori, Pacific and male primary health care nurses and a fragmented, part-time and aging workforce with many respondents indicating they undertake more than one nursing role in their organisation. Respondents were similarly unsure or did not have clear clinical career pathways available to them, a mechanism by which nurses can advance their clinical practice. Some unique service provision and workforce development issues related to Wairarapa's rural context include: geographical barriers, population spread and the high health needs of its rural population. Some unique regional differences compared to the 2001 data are: lower numbers of nurses studying toward further qualifications and specific barriers to accessing education opportunities that can be linked to living in a rural region. More respondents indicated they could work collaboratively with other nurses and health professionals within their own and other organisations. While many respondents were able to provide insightful examples of specific nursing strategies in their practice targeted towards reducing inequalities for groups at risk, others could not. Enrolled nurses remain part of the Wairarapa primary health care nursing workforce. Ten percent of the respondents were actively practising enrolled nurses with an average of 24 years experience in primary health care nursing. Direction and delegation requirements by registered nurses for this group and national attrition trends with corresponding loss of workforce experience of enrolled nurses highlight an area in the Wairarapa primary health care nursing workforce that requires further consideration. Overall this study contributes to current knowledge by establishing a regional nursing workforce baseline from which to measure and enable focused future workforce development initiatives and research. Regional findings can be used to inform recommendations within the Wairarapa Primary Health Care Nursing Action Plan 2006-11 to enhance the delivery of well-developed primary health care nursing services with benefits for the Wairarapa community.

Abstract: with D.Garrett, C. Hamilton and A. Williams

Abstract: The author contends that responses to cultural diversity in nursing need to consider the theory and practice developments of the profession, whilst also responding to broader social and historical process that prevent marginalised groups from utilising universal health services. A combination of approaches is suggested in this paper to meet these two imperatives. Cultural safety is one indigenous New Zealand nursing approach derived in response to inequalities for Maori, whereas cultural competence is an imported paradigm derived from a multicultural context. Furthermore, research and dialogue are required to examine points of complementarity and tension. This paper offers a beginning for this process.

Abstract: Explores the current perceptions of nurses working in child health with regard to their potential role in child protection. Conducts a mixed-method study using sequential explanatory design involving 134 survey results and six complementary interviews. Aims to provide insight into current nursing practices of those working in child health settings, and identifies barriers to nurses engaging with social services.

Abstract: Seeks to describe the perceptions and experiences of a sample of nurses working in a critical-care tertiary referral centre in New Zealand, engaged in mentorship of new staff and/or student nurses. Undertakes a descriptive study which identifies four barriers within the critical care environment: the impact that clinical workload has on the provision of mentorship; lack of acknowledgement of the mentorship role; challenge of assessment of new and student nurses; insufficient training and knowledge opportunities for mentors.