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Gray, N. (2020). Privileging Matauranga Maori in nursing education: Experiences of Maori student nurses learning within an indigenous university. Master's thesis, University of Auckland, Auckland. Retrieved June 30, 2024, from https://auckland.figshare.com/articles/thesis/Dissertation2020NadineGray_pdf/15121350
Abstract: Investigates factors supporting Maori student engagement, retention and success in nursing education. Explores the experiences, perceptions and insights of Maori nursing students enrolled in Te Ohanga Mataora: Bachelor of Health Sciences Maori Nursing at Te Whare Wananga O Awanuiarangi. Conducts semi-structured face-to-face interviews with 12 full-time Maori undergraduate nursing students, highlighting both positive and negative factors in academic engagement.
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Litchfield, M. (1993). Priorities for research. kai Tiaki: Nursing New Zealand, 1(8), 28–30.
Abstract: An article adapted from the author's contribution as an invited member of the International Panel of Nurse Researchers leading the Special Research Seminar of the 1993 International Council of Nurses Quadrennial Congress, Madrid, Spain. The priorities of nursing research in New Zealand were derived from the findings of a semi-structured survey of the opinions of nurses in academic settings.
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Davidson, R., Bannister, E., & De Vries, K. (2013). Primary healthcare NZ nurses' experiences of advance directives : understanding their potential role. Nursing Praxis in New Zealand, 29(2), 26–33.
Abstract: Presents results of a qualitative study of the knowledge, attitudes, and experiences of advance directives among 13 senior primary health-care nurses. Analyses participants' understanding of their potential role in this area, supporting the need for open communication in the primary health-care setting.
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Takarangi, J. Primary health care: implications for nursing workforce planning in New Zealand.
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Morgan, F. A. (2006). Primary health care nurses supporting families parenting pre-term infants. Ph.D. thesis, , .
Abstract: This thesis reviews the role of primary health care nurses, who have an opportunity to play a unique role in teaching, touching and empowering families with newly discharged pre-term babies. Birth of a baby earlier than 37 weeks gestation ushers in a period of uncertainty and stress for parents. Uncertainties may centre on whether their infant will survive and what ongoing growth and developmental issues their infant will face.
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Wallis, R. (2000). Preventing post-anaesthetic shaking. Kai Tiaki: Nursing New Zealand, 6(10), 22–24.
Abstract: The author presents her experience investigating the incidence of post-anaesthetic shaking in the recovery room ward, and develops a clinical tool for its treatment. Several theories about post-anaesthetic shaking are examined. The cases of 1296 patients who had major regional or general anaesthetics over four consecutive months in the previous year are studied. The incidence of post-anaesthetic shaking and correlating core body temperature readings with post-anaesthetic shaking are examined. A protocol for reducing/treating post-anaesthetic shaking is developed on the basis of the findings of the study.
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Walker, L., & Willis, J. (2017). Prevalence of smoking among New Zealand nursing students 2017. Kai Tiaki Nursing Research, 8(1), 4–9.
Abstract: Reports the smoking prevalence of nursing students, comparing this with other relevant group and changes in smoking behaviour since this was last reported in 2013. Administers a national online survey of nursing students. Notes rates of smoking for both Maori and non-Maori students.
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Grinlinton, A., Merrick, E., Napier, S., & Neville, S. (2022). Pressure injury prevention in Aotearoa New Zealand aged care facilities: A case study. Nursing Praxis in Aotearoa New Zealand, 38(1). Retrieved June 30, 2024, from http://dx.doi.org/https://doi.org.10.36951/27034542.2022.03
Abstract: Identifies factors affecting pressure injury prevention in aged residential care. Interviews 10 staff from two aged care facilities, along with relevant policy and practice documents. Analyses data using triangulation and pattern matching to pinpoint three themes: staffing; leadership, teamwork, and communication; and assessment and early intervention. Finds a correlation between difficult work conditions with high-dependency patients and complex care needs, and prevalence of pressure injuries.
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Watson, P. (2008). Preschool children frequently seen but seldom heard in nursing care. Nursing Praxis in New Zealand, 24(3), 41–48.
Abstract: Maintains that children's voices are largely unheard in nursing practice. Recommends the need for research that seeks to understand how preschool children experience being ill and how they communicate those experiences to others.
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Wong, G., & Stokes, G. (2011). Preparing undergraduate nurses to provide smoking cessation advice and help. Nursing Praxis in New Zealand, 27(3), 21–30.
Abstract: Conducts an online survey of NZ's 17 schools of nursing to investigate the extent that smoking cessation education content is included in undergraduate nursing curricula. Reports which schools teach the recommended ABC approach and which teach approaches not recommended by the Ministry of Health.
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McKergow, C. R. W. (2002). Preparing to care in the 21st century: A personal search for the meaning of ontological competency through an embodied journey of the soul.
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”.
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Spence, D. (2012). Preparing registered nurses depends on 'us and us and all of us'. Nursing Praxis in New Zealand, 28(2), 5–13.
Abstract: Reports on the qualitative findings of a collaborative study undertaken to monitor implementation of a new model of clinical education for undergraduate nursing students. Describes the development of a clinical education model devised by 3 District Health Boards (DHBs) and 2 universities, based on the inclusion of student nurses in team nursing.
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Seaton, L., Seaton, P., & Yarwood, J. (2013). Preparedness: Lessons for educators from the Christchurch disaster. Available through NZNO library, 4(1), 11–16.
Abstract: This study describes the impact of a sudden, traumatic natural disaster on a bachelor of nursing programme, and the capacity and processes required to minimise disruption to programme delivery and student learning. This descriptive case study, undertaken across 2011-2012, collected data through interviews, a survey and artefact collection. Six key themes emerged from the inductive and descriptive statistical analyses: context; communication; leadership and followership; decision making; the need to balance shifting priorities around professional responsibilities and personal imperatives; and taking action and action plans. The conclusions reached emphasise safety as the first priority, encourage personal risk mitigation, and emphasise the importance of ongoing support and flexibility for all staff and students as well as the need for clear communication and decision-making. What is perhaps most important to take from this experience is that a plan does not, by itself, equal preparedness; every institution must look to its own context, consider its own priorities, and formulate its own approach to preparedness.
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Ward, V. C. (2013). Preoperative fluid management of the older adult patient with hip fracture. Master's thesis, Victoria University of Wellington, Wellington, NZ. Retrieved June 30, 2024, from http://www.nzno.org.nz/resources/library/theses
Abstract: Explores the relationships between pre-operative fluid management (PFM) and post-operative outcomes. Undertakes an observational study of 100 consecutive older adult patients admitted to a tertiary NZ hospital with traumatic hip fracture between March and Sept 2012. Gathers data regarding cohort demographics and in-hospital events, including surgical details, alongside PFM and post-operative outcomes. Itemises characteristics of the patients, predominantly female with a mean age of 85.2 years. Finds no statistically significant relationship between pre-operative fluid management and post-operative outcomes.
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Spence, D. (2001). Prejudice, paradox, and possibility: Nursing people from cultures other than one's own. Journal of Transcultural Nursing, 12(2), 100–106.
Abstract: This article provides a brief overview of the findings of a hermeneutic study that explored the experience of nursing people from cultures other than one's own. The notions prejudice, paradox, and possibility are argued to describe this phenomenon. Nurses in New Zealand are being challenged to recognise and address racism in their practice. Yet, the implementation of cultural safety in nursing education has created tension within the profession and between nursing and the wider community. As nurses negotiate the conflicts essential for ongoing development of their practice, the play of prejudice, paradox, and possibility is evident at intrapersonal and interpersonal levels as well as in relation to professional and other discourses. Nurses are challenged to continue their efforts to understand and move beyond the prejudices that otherwise preclude the exploration of new possibilities.
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