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Spence, D. (1999). Prejudice, paradox and possibility.
Abstract: This study explores the the experience of nursing a person, or people, form cultures other than one's own. Informed by the tradition of philosophical hermeneutics, and drawing specifically on some of the notions articulated by Hans-Georg Gadamer and Charles Taylor, it seeks to understand everyday nursing practices within their cultural and historical context.Against a background of Maori resurgence, nurses in New Zealand have been challenged in Aotearoa-New Zealand to recognise and address racism in their practice. Meeting the health needs of all people has long been important in nursing yet the curricular changes implemented in the early 1990s to enhance nursing's contribution to a more equitable health service created uncertainty and tension both within nursing, and between nursing and the wider community.In this study, I have interpreted the experiences of seventeen nurses practising in an increasingly ethnically diverse region. Personal understandings and those from relevant literature have been used to illuminate further the nature of cross-cultural experience from a nurse's perspective. The thesis asserts that the notions of prejudice, paradox and possibility can be used to describe the experience of nursing a person from another culture. Prejudice refers to the prior understandings that influence nursing action in both a positive and a negative sense. Paradox relates to the coexistence and necessary interplay of contradictory meanings and positions, while possibility points to the potential for new understandings to surface from the fusion of past with present, and between different interpretations. As New Zealand nurses negotiate the conflicts essential for ongoing development of their practice, the play of prejudice, paradox and possibility is evident at intra-personal and interpersonal levels as well as in relation to professional and other social discourses. This thesis challenges nurses to persist in working with the tensions inherent in cross-cultural practice. It encourages continuation of their efforts to understand and move beyond the prejudices that otherwise preclude the exploration of new possibilities.
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Green, D. E. (1976). Prediction of academic success and attrition on nursing students. Ph.D. thesis, , .
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Gallagher, P. (2007). Preconceptions and learning to be a nurse. Nurse Education Today, 27(8), 878–884.
Abstract: This article discusses the important role that preconceptions play in the process by which students learn to be nurses. The importance of preconceptions emerged from the analysis of data in a grounded theory study that sought to gain a greater understanding of how undergraduate student nurses in New Zealand experienced and responded to differences they perceived between the theory and the practice of nursing. It became clear that the preconceptions each student nurse held about the nature of nurses and nursing care were the standards against which the worth of the formal, practical and personal theories to which students were exposed during their nursing degree was evaluated. It was clear that preconceptions functioned as the mediator between the intentions of nursing education and the learning that eventuated for each student from practicum experiences. The implications for nursing education, for which preconceptions are not generally highly valued as a basis for learning about professional nursing, are that the individual experience and personal characteristics of each student receive significant focus when a nursing programme is planned. This means that the orthodox principles that underpin the design of nursing curricula should be reviewed and an overtly constructivist perspective adopted for nursing education for which the prior experiences of the student are the starting point.
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Turner, R. S. (2007). Preceptorship in nursing: Preceptors' and preceptees' experiences of working in partnership. Ph.D. thesis, , .
Abstract: This research is about preceptorship in nursing. There is considerable emphasis placed on health care organisations to support newly appointed graduate nurses, and preceptorship is a recommended model. Despite this emphasis, the author suggests that little is known about how preceptorship partnerships work in practice. The primary focus of this exploratory descriptive qualitative study was to explore the perspectives that preceptors and preceptees, who had worked in partnership, had about how they established and sustained their respective roles. Three sets of registered nurses who had recently completed a preceptorship experience were interviewed about their partnership. Content and thematic analysis of this descriptive data revealed four main themes. The preceptorship relationship grows out of respect for each another and develops as a result of honest and open communication. Preceptees who have an initial positive experience into their new work area settle quickly and efficiently into their new role. Preceptees appreciate preceptors who are welcoming, supportive and willing to undertake the role, while preceptors are happy to undertake the role if the graduate displays an interest in learning and are willing to be guided. The preceptee learns what it means to be a registered nurse in the particular working context, while the preceptor learns how to support learning processes and evidence-based practices. The author goes on to say that further exploration and investigation of these themes and of the relationships that evolve during preceptorship partnerships is needed. By understanding these findings, organisations can prepare both the preceptor and preceptee as they begin to undertake their role to ensure future partnerships will be successful.
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Haggerty, C. (2002). Preceptorship for entry into practice. Whitireia Nursing Journal, 9, 7–13.
Abstract: The author examines some of the issues affecting preceptorship in relation to a graduate diploma programme of psychiatric mental health nursing. Previous research by the author lead to recommendations on clarifying the roles and responsibilities of those involved in the programme, and improving preceptor selection, training, support and evaluation. By providing such clarity and support, the preceptor role in the clinical setting is given the best chance to succeed.
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Hennephof, R. (2005). Preceptorship and mentoring. In J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 27-45). Dunedin: Otago Polytechnic.
Abstract: This paper reviews international and local nursing literature on preceptorship and mentoring. This includes an exploration of ways in which these two terms are defined, a discussion of the essential qualities needed to undertake such roles, and an examination of appropriate preparation and exploration of the ways in which registered nurses can be supported when engaged in providing these roles. At the end of the chapter, discussion questions are provided by Joc Parkes.
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Haywood, B. (2003). Pre-employment health screening: Is it useful? Available online from the Eastern Institute of Technology, 11(17), 10–14.
Abstract: The author, an occupational health nurse, examines rationale for and effectiveness of the pre-employment assessment, which has become an accepted practice. Reasons for doing assessments include the reduction of risk to the employer from lower accident rates and absenteeism, compliance with legislative requirements and the provision of baseline health measures for general health surveillance. The costs of the screening process, along with the benefits are weighed up, in conjunction with international research in the area. The author found little research on the process in New Zealand. The opportunity for primary health care and health promotion practice as an aspect of this screening is highlighted as an important, though underestimated, benefit. Regular auditing is recommended to ensure that the outcomes of the process meet the criteria required.
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Wilson, A. M. (1996). Practice-based reflection: learning grounded in practice. Ph.D. thesis, , .
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Litchfield, M. (1999). Practice wisdom. Advances in Nursing Science, 22(2), 62–73.
Abstract: The paper is the report of two cumulative research projects studying the nature of nursing knowledge and methodology to develop it. They were undertaken as theses for masters and doctoral degrees at the University of Minnesota, USA. Nursing knowledge is depicted as relational: an evolving participatory process of research-as-if-practice of which 'health' (its meaning), dialogue, partnership and pattern recognition are threads inter-related around personal values of vision and community.
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Medlin, E. (2006). Practice nursing: An autoethnography: Changes, developments and influences. Ph.D. thesis, , .
Abstract: Practice nurses work in general practice providing an increasingly autonomous service to consumers of primary health care. Autoethnography is a biographical method of research that describes personal experience in terms of society and culture and is the theoretical foundation of personal narratives and storytelling. Throughout history, stories have been used as a means of communicating and learning which with reflection, allows new meanings to develop for all participants. This autoethnography is the author's story of practice nursing and it discusses her experience of being a practice nurse over the past 12 years. It is autobiographical and reflexive and charts the changes that she has found in her practice during this time. Some of these changes have arisen from influences personal to her practice, others because of influences on practice nursing in general, but all are intertwined. Education and professional development, leadership and government policies are identified as the major influences on her practice. A discussion of these influences enables recognition of the changes, advancement and expansion of services thereby allowing others to share the experience and find meaning within it.
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Davies, D. C. (2006). Practice nurses' perceptions of their contribution to the care of individuals with chronic health conditions. Ph.D. thesis, , .
Abstract: Table of Contents: 1. Background and overview; 2. Research design and method; 3. Literature review; 4. Preparation of the individual for an appointment at the general practice; 5. Care provided by the practice nurse at the general practice; 6. The giving of information; 7. A discussion of the dualities of the contribution of practice nurses to the care of individuals with chronic conditions; 8. Study summary and conclusions.
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Henty, C., & Dickinson, A. R. (2007). Practice nurses' experiences of the Care Plus programme: A qualitative descriptive study. The Royal New Zealand College of General Practitioners website, 34(5), 335–338.
Abstract: The aim of this small qualitative descriptive pilot study was to describe the experiences of practice nurses delivering the Care Plus programme within the general practice setting. Care Plus was introduced into Primary Health Organisations (PHOs) in 2004. This programme encourages more involvement from practice nurses in chronic care management. For many New Zealand practice nurses this is a new role. This study, carried out prior to the larger Care Plus implementation review (2006), provides an insight into the nursing experience of implementing Care Plus and provides a basis for future studies with regard to the nurse's role within the Care Plus programme.
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Prior, P., Wilkinson, J., & Neville, S. (2010). Practice nurse use of evidence in clinical practice : a descriptive survey. Nursing Praxis in New Zealand, 26(2), 14–25.
Abstract: Describes nurses' perceptions of their use of evidence-based practice, attitudes toward evidence-based practice and perceptions of their knowledge/skills associated with evidence-based practice. Determines the effect of educational preparation on practice, attitudes, and knowledge/skills toward evidence-based practice. Utilises a descriptive survey design to poll 55 West Auckland practice nurses working the general practice setting.
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Hardy, D. J., O'Brien, A. P., Gaskin, C. J., O'Brien, A. J., Morrison-Ngatai, E., Skews, G., et al. (2004). Practical application of the Delphi technique in a bicultural mental health nursing study in New Zealand. Journal of Advanced Nursing, 46(1), 95–109.
Abstract: The aim of this paper is to detail the practical application of the Delphi technique as a culturally and clinically valid means of accessing expert opinion on the importance of clinical criteria. Reference is made to a bicultural New Zealand mental health nursing clinical indicator study that employed a three-round reactive Delphi survey. Equal proportions of Maori and non-Maori nurses (n = 20) and consumers (n = 10) rated the importance of 91 clinical indicator statements for the achievement of professional practice standards. Additional statements (n = 21) suggested by Delphi participants in round 1 were included in subsequent rounds. In round 2, participants explained the rating they applied to statements that had not reached consensus in round 1, and summarised responses were provided to participants in round 3. Consensus was considered to have been achieved if 85% of round 3 ratings lay within a 2-point bracket on the 5-point Likert-scale overall, or in one of the Maori nurse, non-Maori nurse, or consumer groups. A mean rating of 4.5 after round 3 was set as the importance threshold. Consensus occurred overall on 75 statements, and within groups on another 24. Most statements (n = 86) reached the importance benchmark. The authors conclude that when rigorous methods of participant selection, group composition, participant feedback, and determination of consensus and importance are employed, the Delphi technique is a reliable, cost-effective means of obtaining and prioritising experts' judgements.
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Wilson, H. V. (2001). Power and partnership: A critical analysis of the surveillance discourses of child health nurses. Journal of Advanced Nursing, 36(2), 294–301.
Abstract: The aim of this research was to explore surveillance discourses within New Zealand child health nursing and to identify whether surveillance practices have implications in this context for power relations. Five experienced and practising Plunket nurses were each interviewed twice. The texts generated by these semi-structured interviews were analysed using a Foucauldian approach to critical discourse analysis. In contrast with the conventional view of power as held and wielded by one party, this study revealed that, in the Plunket nursing context, power is exercised in various and unexpected ways. Although the relationship between the mother and the nurse cannot be said to operate as a partnership, it is constituted in the nurses' discourses as a dynamic relationship in which the mother is actively engaged on her own terms. The effect of this is that it is presented by the nurses as a precarious relationship that has significant implications for the success of their work.
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