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Meldrum, L. B. B. (2006). Navigating the final journey: Dying in residential aged care in Aotearoa New Zealand.
Abstract: New Zealand statistics project that the aging population of people aged 65 years and over will more than double in the next decade. This has implications for palliative care providers including hospices and hospitals because long-term inpatient care is not generally provided by hospitals and hospices. When dying patients need long-term care, residential settings become an option. The level of palliative care in these facilities is dependent on staff training and numbers. In general, staff are not trained in palliative care, neither do they provide the multidisciplinary facets that define palliative care as undertaken by hospices. This paper describes a practice development initiative using storytelling as the vehicle for introducing the concept of the Liverpool Care Pathway (LCP) for the dying patient into residential aged care settings. With the emergence of a reflective paradigm in nursing the concept of storytelling as a teaching/learning tool has grown. Many staff in residential care settings come from diverse ethnic backgrounds where for some, English is their second language. Storytelling therefore can be a useful approach for learning because it can increase their communication skills. The author suggests that the Liverpool Care Pathway for the dying patient is a model that can be translated across care settings, hospice, hospital, and community. It can demonstrate a framework that facilitates multiprofessional communication and documentation and embraces local needs, culture and language to empower health care workers to deliver high quality care to dying patients and their family/whanau and carers. This paper also explores the role of a facilitator as an agent of change and discusses how the interplay of evidence, context and facilitation can result in the successful implementation of the LCP into residential aged care settings.
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Horsburgh, M., Lamdin, R., & Williamson, E. (2001). Multiprofessional learning: The attitudes of medical, nursing and pharmacy students to shared learning. Medical Education, 35(9), 876–883.
Abstract: This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students' towards interprofessional learning, at course commencement. The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students.
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Pool, L., Day, L., & Ridley, S. (2019). Mountain climbing: the journey for students with English as an additional language in a concept-based nursing curriculum. Whitireia Journal of Nursing, Health and Social Services, (26), 28–36.
Abstract: Identifies the communication and learning needs of EAL students in undergraduate nursing education. Presents strategies for EAL students and others with diverse learning needs to comprehend the underlying concepts of cultural safety, praxis, professional nursing and leadership in Whitireia's BN integrated nursing curriculum. Reports findings from focus group discussions with 13 students involved in the three-way partnership comprising lecturers, learning support services and EAL students.
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Clendon, D. J. (2009). Motherhood and the 'Plunket Book': A social history. Ph.D. thesis, , .
Abstract: The Well Child/Tamariki Ora Health Book (the Plunket book) is a small booklet given to New Zealand mothers on the birth of a child. Although use of the book has decreased since it?s inception in 1920, it is frequently kept within the family and handed on from mother to child. Utilising an oral history approach, this study has traced the development of the Plunket book over time and explored the experiences of a group of 34 women and one man who have reflected on their ownership of, or involvement with, Plunket books. The study found that the book remains an effective clinical tool for mothers and nurses. Nurses use the book as a tool to help develop a relationship with a mother and her family, and to identify and build on strengths. Mothers have used the book as a tool to link past with present, to maintain kinship ties across generations, to deal with change intergenerationally, and in a manner that contributes to their self-identity as woman and mother. The study recommends that nurses and other health professionals continue to use the Plunket book as a clinical tool mindful of the fact that the book remains in use beyond the health professional?s immediate involvement with the mother and child, playing an important role in the context of the New Zealand family across generations.
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Butterfield, S. L. (1978). More power to the patient: self-care within acute care situations. Ph.D. thesis, , .
Abstract: “A brief look at self-care and some of the issues relevant to nurses recognising it as a component of acute care”
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Hales, C., Curran, N., & Vries, K. de. (2018). Morbidly obese patients' experiences of mobility during hospitalisation. Nursing Praxis in New Zealand, 34(1). Retrieved June 30, 2024, from www.nursingpraxis.org
Abstract: Examines the mobility experiences and needs of morbidly-obese patients before and during hospital admission. Undertakes semi-structured interviews with seven morbidly obese patients. Identifies two categories of mobility problems: 'compromised pre-existing mobility', with a subcategory of 'accessing services prior to admission' and 'mobilisation difficulties during hospitalisation', with a subcategory of 'dissonance between dependency and need for assistance'. Recommends bariatric-care pathways for the morbidly-obese patient.
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Giddings, D. L. S. (2006). Mixed-methods research: Positivism dressed in drag. Journal of Research in Nursing, 11(3), 195–203.
Abstract: The author critiques the claim that mixed method research is a third methodology, and the implied belief that the mixing of qualitative and quantitative methods will produce the 'best of both worlds'. The author suggests that this assumption, combined with inherent promises of inclusiveness, takes on a reality and certainty in research findings that serves well the powerful nexus of economic restraint and evidence-based practice. The author argues that the use of the terms 'qualitative' and 'quantitative' as normative descriptors reinforces their binary positioning, effectively marginalising the methodological diversity within them. Ideologically, mixed methods covers for the continuing hegemony of positivism, albeit in its more moderate, postpositivist form. If naively interpreted, mixed methods could become the preferred approach in the teaching and doing of research. The author concludes that rather than the promotion of more co-operative and complex designs for increasingly complex social and health issues, economic and administrative pressures may lead to demands for the 'quick fix' that mixed methods appears to offer.
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Hedwig, J. A. (1990). Midwives: preparation and practice. Ph.D. thesis, , .
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Davies, B. (1997). Midwifery competencies: students' stories. Ph.D. thesis, , .
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Darkins, T. (2016). Merging health and social day care: report on a New Zealand-based model of holistic day care service for the elderly, frail and those with disabilities. Wellington, N.Z.: Nursing Education Research Foundation (NERF). Retrieved June 30, 2024, from http://www.nzno.org.nz/resources/library/theses
Abstract: Highlights the service innovation model that establishes a new community relationship between health and nursing services, and day-care providers to the elderly, frail and those with disabilities. Performs a literature review of research on the topic, outlining the goals of adult day care, and describing the Forget Me Not (FMN) programme used at the FMN Centre in Whangarei. Highlights the levels of care within the programme and the proposed outcomes.
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O'Brien, A. J., Hughes, F., & Kidd, J. D. (2006). Mental health nursing in New Zealand primary health care. Contemporary Nurse, 21(1), 142–152.
Abstract: This article describes the move in mental health from institutional care to community arrangements. It draws on international literature and New Zealand health policy, which gives increased emphasis to the role of the primary health care sector in responding to mental health issues. These issues include the need for health promotion, improved detection and treatment of mild to moderate mental illness, and provision of mental health care to some of those with severe mental illness who traditionally receive care in secondary services. These developments challenge specialist mental health nurses to develop new roles which extend their practice into primary health care. In some parts of New Zealand this process has been under way for some time in the form of shared care projects. However developments currently are ad hoc and leave room for considerable development of specialist mental health nursing roles, including roles for nurse practitioners in primary mental health care.
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Dent, G. W. (2008). Mental health nurses' knowledge and views on talking therapies in clinical practice. Ph.D. thesis, , .
Abstract: Using a qualitative descriptive research design, this study explored nurses' knowledge and views on their talking therapy training and skills in practice. The study examined the use of talking therapies, or specialised interpersonal processes, embodied within the Te Ao Maramatanga: New Zealand College of Mental Health Nurses Inc (2004) Standards of Practice for Mental Health Nurses in New Zealand. A survey questionnaire was sent to 227 registered nurses from a district health hoard mental health service and a sample of eight nurses participated in a semi-structured interview. Content analysis based on the headings “knowledge views, skill acquisition and skill transfer” established the major themes from the data collection processes. The findings confirmed that nurses believe their knowledge and skills in evidence-based talking therapies to be vitally important in mental health nursing practice. Nurses identified that talking therapy training courses needed to be clinically relevant and that some learning strategies were advantageous. The identification of some knowledge gaps for, nurses with limited post graduate experience, and for nurses who currently work in inpatient areas suggests that further consideration must be given to ensure that a cohesive, sustainable approach is ensured for progression of workforce development projects relevant to training in talking therapies for mental health nurses in New Zealand.
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Codlin, K. C. (2004). Mental health nurses and clinical supervision: A naturalistic comparison study into the effect of group clinical supervision on minor psychological disturbance, job satisfaction and work-related stress. Ph.D. thesis, , .
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Harding, T. S. (2008). Men's clinical career pathways: Widening the understanding. Coda: An institutional repository for the New Zealand ITP sector, 22(3), 48–57.
Abstract: This article, drawn from a larger study, reports on the factors that have influenced the choice of a group of New Zealand male nurses' clinical career pathways. Using discourse analysis, interview data from 18 participants were analysed and related to existing literature on male nurses. The analysis revealed that the predominance of men in selected areas of nursing can be attributed to multiple factors including: socialisation pressures that are grounded on gender stereotyping, a desire for challenge, homosocial tendencies, and the belief that multiple work experience equips them to be better nurses. The results challenge essentialist readings of masculinity within the context of nursing and identifies challenges for nursing education and the profession to enable men to contribute more widely to nursing.
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Jamieson, I., Harding, T., Withington, J., & Hudson, D. (2019). Men entering nursing: has anything changed? Nursing Praxis in New Zealand, 35(2). Retrieved June 30, 2024, from www.nursingpraxis.org
Abstract: Conducts thematic analysis to identify two predominant gender scripts: of nursing as women's work, and that men who nurse are homosexual. Notes the associated themes of the effect of negative stereotyping on male nurses' career choice, and their resistance to the stereotype of normative masculinity. Considers that the same barriers to men becoming nurses have remained unchanged since first identified and discussed in the 1960s.
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