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Author |
Vallant, S.R. |
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Title  |
Dialogue and monologue: The relationship between student nurse and nurse clinician: The impact on student learning |
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Year |
2004 |
Publication |
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Abbreviated Journal |
Massey University Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Students; Nursing; Mentoring |
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Abstract |
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Call Number |
NRSNZNO @ research @ 610 |
Serial |
596 |
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Author |
Gage, J.; Hornblow, A.R. |
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Title |
Development of the New Zealand nursing workforce: Historical themes and current challenges |
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Journal Article |
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Year |
2007 |
Publication |
Nursing Inquiry |
Abbreviated Journal |
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Volume |
14 |
Issue |
4 |
Pages |
330-334 |
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Keywords |
History of nursing; Nursing research; Personnel; Interprofessional relations |
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Abstract |
This article reviews the development of the New Zealand nursing workforce, which has been shaped by social, political, scientific and interprofessional forces. The unregulated, independent and often untrained nurses of the early colonial period were succeeded in the early 1900s by registered nurses, with hospital-based training, working in a subordinate role to medical practitioners. In the mid/late 1900s, greater specialisation within an expanding workforce, restructuring of nursing education, health sector reform, and changing social and political expectations again reshaped nursing practice. Nursing now has areas of increasing autonomy, expanding opportunities for postgraduate education and leadership roles, and a relationship with medicine, which is more collaborative than in the past. Three current challenges are identified for nursing in New Zealand's rapidly evolving health sector; development of a nursing-focused knowledge culture, strengthening of research capacity, and dissemination of new nursing knowledge. |
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Call Number |
NRSNZNO @ research @ 946 |
Serial |
930 |
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Author |
Blanchard, D.L. |
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Title |
Developing the place and role of family within the culture of critical care nursing: An action research approach |
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Year |
2006 |
Publication |
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Abbreviated Journal |
Victoria University of Wellington Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Relationships; Nurse-family relations; Intensive care nursing; Nursing research |
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Abstract |
This research examines how nurses negotiate the context of the Intensive Care Unit (ICU) while working with families. The action research described in this thesis developed through a series of meetings and conversations where the conversations supported the reflexive intent of the research. In commissioning the research, the design of the meetings and conversations were as a series of overlapping actions. Data collection and data analysis occurred in the action research by meetings, reflective conversations, ad libitum observations, and in a research journal. Conceptual maps explain the progress and findings of the research in this thesis while categories distilled from the conversations also support the findings in the research. The Family Action Research Group that was established within this project proposed a Family Assessment Form for the family to provide an assessment of themselves and the patient. Implementing this assessment tool demonstrated that clear information was needed for the family in the ICU. Findings in this research focus on developing action research and family care in ICU. Findings also focused on the role of the researcher being of and not being of the context where action research is undertaken. Recommendations include staff examining relationships for potential asymmetries and seeking ways to address these to support families and staff. Suggested strategies for developing action research in a clinical context include detailed planning, clear focusing, transparency of data, and working to explain change initiatives through the research are also included. |
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Call Number |
NRSNZNO @ research @ 494 |
Serial |
480 |
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Author |
Webby, A. |
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Title |
Developing safe nursing practice for Maori |
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Journal Article |
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Year |
2001 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
7 |
Issue |
1 |
Pages |
16-17 |
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Keywords |
Maori; Psychiatric Nursing; Nursing models |
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Abstract |
A safe mental health nursing practice for Maori is defined as one that includes Maori ways of knowing. The author also notes that Maori mental health nurses must be given the ability to create their own practice to best meet their clients' needs. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1028 |
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Author |
Bingham, Helen; Malone, Tara |
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Title |
Developing compassion in nursing students through engaging with a lived experience |
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Journal Article |
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Year |
2022 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
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Volume |
13 |
Issue |
1 |
Pages |
19-25 |
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Keywords |
Compassion; Personal narratives; Mental illness; Addiction; Nursing education |
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Abstract |
Considers whether an educational intervention in which mental illness and addiction sufferers share their personal experience with nursing students results in the development of empathy and compassion among nursing students. Incorporates five workshops into the bachelor of nursing curriculum, in which students listen to the stories told by mental health/addiction patients. Gathers accounts from students of their reactions afterwards. |
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Call Number |
NZNO @ research @ |
Serial |
1817 |
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Author |
Hickson, E.K. |
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Title |
Developing clinical learning environment evaluation tools using an action research methodology |
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Year |
2006 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
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Keywords |
Education; Nursing; Teaching methods; Evaluation |
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Abstract |
The author notes that learning nurses require real clinical experiences in order to apply learnt theory to actual practice. Clinical learning environments have consistently been found to function variably and sub-optimally for both learners and teachers. In order to improve the quality of the clinical learning environment it is necessary to first evaluate how effectively a clinical learning environment is functioning. A number of different methodologies have been used to evaluate clinical learning environments, a recent and successful method being the use of questionnaires or clinical learning environment evaluation tools. The objective of the present study was to develop clinical learning environment evaluation tools for use in a New Zealand hospital health service. Four tools appropriate to evaluate the clinical learning environment from the different perspectives of any type of clinical learner, clinical teacher, clinical manager and programme co-ordinator or nurse lecturer were developed. Six newly graduated nurses, three senior nurses, and the researcher were involved in the development of the evaluation tools over a five month period. A participatory action research methodology was employed. The resultant tools had a unique local focus and were suitably similar to other internationally developed tools. After testing the clinical learning environment evaluation tools, it is hoped that the implementation of the tools will support all stakeholders to understand and consequently optimise the functionality of their clinical learning environment. |
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Call Number |
NRSNZNO @ research @ |
Serial |
504 |
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Author |
Mearns, G. |
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Title |
Developing autonomous ownership: A grounded theory study of how registered nurses working in aged care are advancing their nursing practice |
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Year |
2005 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nurse practitioners; Geriatric nursing; Older people; Registered nurses |
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Abstract |
The introduction of nurse practitioner registration into New Zealand in 2001 was heralded as a move that would open up a wealth of opportunities for registered nurses to extend their practice into more independent roles and to provide a client-centred health service. It was also seen as a way to retain experienced registered nurses in the clinical practice area by providing a credible clinical career pathway. If nurse practitioner's are to meet these expectations, then, the author suggests, it is important to understand the processes that encourage or discourage nurses from advancing their practice. One of the early scopes of practice to be introduced was nurse practitioner with an endorsement in aged care scope of practice. Grounded theory was the method used to generate an explanation of how registered nurses working in aged care were preparing for the introduction of nurse practitioner roles. An analysis of early data highlighted codes around registered nurses in aged care extending and advancing their practice rather than preparing specifically for the nurse practitioner role. The research question for this study was: 'How are registered nurses in aged care advancing their nursing practice?' Semi-structured interviews were used to collect data from ten experienced registered nurses working in aged care clinical practice settings ranging from secondary hospital facilities, to community settings and residential care villages. Dimensional analysis of the data eventually generated three major conceptual categories: 'ownership of nursing', 'extending practice', and 'moving out of a comfort zone'. Of these, 'ownership of nursing' was identified as the core construct that linked the other categories together. The substantive theory that explains how registered nurses in aged care advance their clinical practice is 'developing autonomous ownership'. Nurses who develop autonomous ownership of nursing are more likely than other nurses to move out of a current comfort zone and advance their practice into more independent roles that suit their autonomous ownership of nursing. This study identified important contextual factors and conditions that support the development of an autonomous ownership of nursing and that subsequently facilitate advancing nursing practice. These include creating supportive environments, organisational commitment to advanced nursing practice roles, visible nursing leadership, congruence between organisational and nursing philosophies, interdisciplinary collaboration and participating in postgraduate education. The author suggests that the significance of this study is that it generated a theory about the processes that encourage or discourage nurses from preparing for, and progressing into, advanced nursing practice roles such as nurse practitioner. |
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Call Number |
NRSNZNO @ research @ |
Serial |
585 |
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Author |
Holloway, K. T. |
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Title |
Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program |
Type |
Journal Article |
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Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
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Volume |
14 |
Issue |
1 |
Pages |
22-32 |
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Keywords |
Nursing; Education; Curriculum; New graduate nurses; Evaluation |
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Abstract |
This research seeks to determine an evidence basis for selecting content for the clinical skills curriculum in an undergraduate programme. Thirty-three senior nurse clinicians from medical-surgical areas in 2 large hospitals offering student placements were asked to rate the frequency of performance of 77 skills for the beginning registered nurse. Those skills frequently used and rated over 65% were considers for inclusion in the undergraduate programme. Clinicians were asked to list the 10 most important skills and related level of competence expected from the newly-registered nurse. |
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Call Number |
NRSNZNO @ research @ |
Serial |
640 |
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Author |
Surtees, R. |
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Title |
Developing a therapeutic alliance in an eating disorders unit |
Type |
Journal Article |
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Year |
2007 |
Publication |
Kai Tiaki: Nursing New Zealand |
Abbreviated Journal |
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Volume |
13 |
Issue |
10 |
Pages |
14-16 |
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Keywords |
Nursing specialties; Multidisciplinary care teams; Psychiatric Nursing; Nurse-patient relations; Anorexia nervosa |
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Abstract |
The author presents the approach of a nursing team at Christchurch's Princess Margaret Hospital, in the regional specialist service for people with anorexia nervosa. This unit provides the only specialist inpatient unit in the country, consisting of a six or seven-bed facility that shares a unit with a mother and baby unit. A multidisciplinary team of psychiatric nurses, dietitians, occupational therapists, psychiatrists, psychologists and social workers all make significant contributions. The Christchurch unit uses a cognitive-behavioural therapy model (CBT) across the disciplines, a multidimensional approach incorporating psychotherapeutic, psychoeducational, biomedical and behaviourist paradigms. This occurs within a “lenient flexible approach”. Within the Unit, the eight nurses constitute what could be seen as an “intra”-disciplinary team within the wider “inter”-disciplinary or MDT team. They apply an evidence-based nursing approach with a commitment to partnership and advocacy with their patients. They use collaborative techniques for defining shared goals, and the careful management of the introduction of food. As one of the team members, the author envisages that the job of specialised nurses is to form a therapeutic alliance with patients, which takes account of the dynamic ways that patients may negotiate their own complex understandings of health, care, and recovery. |
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Call Number |
NRSNZNO @ research @ |
Serial |
982 |
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Author |
Andrews, C.M. |
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Title |
Developing a nursing speciality: Plunket Nursing 1905 – 1920 |
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Year |
2001 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Volume |
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Issue |
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Pages |
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Keywords |
Plunket; History of nursing; Nursing specialties; Paediatric nursing |
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Abstract |
This paper focuses on the history of Plunket nursing and Truby King's ideology and other dominant ideologies, during the years 1905 – 1920. To provide a context, the paper explores the development of a new nursing speciality – Plunket nursing, that became part of the backbone of a fledgling health system and the New Zealand nursing profession. Correspondingly, Truby King presented the country with a vision for improving infant welfare underpinned by his eugenics view of the world and his experimentation with infant feeding. The author argues that nurses were drawn to the work of the newly created Plunket Society and that the Society had lasting influence on the development of nursing in New Zealand. |
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Call Number |
NRSNZNO @ research @ 1167 |
Serial |
1152 |
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Author |
Eappen, Seena |
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Title |
Developing a clinical referral pathway for the management of difficult venous access for ward nurses at North Shore Hospital |
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Book Whole |
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Year |
2022 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
83 p. |
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Keywords |
Cannulation; Difficult Venous Access (DVA); Clinical Referral Pathway; Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model |
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Abstract |
Aims to streamline a clinical referral pathway (flow chart) for difficult venous access (DVA). Conducts a review of current literature to provide a theoretical basis to support the project. Uses the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model to develop the project, collecting a six-month sample of referral data to identify trends. Identifies four key themes during daa analysis: patient clinical condition; difficult access; staff education and training; and urgency for treatment |
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Call Number |
NZNO @ research @ |
Serial |
1751 |
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Author |
Te Whata, Tracy Deborah |
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Title |
Determining the value of Maori nurses in Aotearoa |
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Book Whole |
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Year |
2020 |
Publication |
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Abbreviated Journal |
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Volume |
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Issue |
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Pages |
236 p. |
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Keywords |
Maori nurses; Kaupapa Maori; Tikanga; Nursing discourse; Discrimination; Cultural safety |
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Abstract |
Offers an understanding of how nursing discourse is embedded within legislation, regulatory bodies, and nursing practice and its direct impact on the health and well-being of Maori nurses. Argues that nursing discourse marginalises and undervalues tikanga. Explores the experiences of Maori registered nurses (RN) using a kaupapa Maori, mixed-method approach. Surveys over 300 Maori RNs about career and professional development, use of tikanga, cultural identity, and racism/discrimination at work. |
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Call Number |
NZNO @ research @ |
Serial |
1799 |
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Author |
Anderson, P.R. |
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Title |
Determining competency for entry to nursing practice: A grounded theory study |
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Year |
2008 |
Publication |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Volume |
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Issue |
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Pages |
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Keywords |
Professional competence; Clinical supervision; Nursing; Education |
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Abstract |
Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1182 |
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Author |
Clendon, J. |
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Title |
Demonstrating outcomes in a nurse-led clinic: How primary health care nurses make a difference to children and their families |
Type |
Journal Article |
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Year |
2004 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
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Volume |
18 |
Issue |
1-2 |
Pages |
164-176 |
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Keywords |
Primary health care; School nursing; Nurse managers |
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Abstract |
The study outlined here explored outcomes from the provision of primary health care to children aged 5-13 years in a nurse-led clinic based in a primary school in Auckland. This multi-faceted study collected both qualitative and quantitative data, however it is the results of the quantitative arm of the study that are presented here. Data were collected from a variety of sources concerning conditions seen, age and ethnicity of users, types of services provided and impact on hospital usage. Findings demonstrate that the provision of comprehensive primary health care by the nurse at the clinic impacts positively on hospital visitation by children from the area where the clinic is located. |
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Call Number |
NRSNZNO @ research @ |
Serial |
947 |
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Author |
Kyle, W. |
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Title |
Dementia specific nursing in New Zealand: History and practice today |
Type |
Journal Article |
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Year |
2002 |
Publication |
Vision: A Journal of Nursing |
Abbreviated Journal |
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Volume |
8 |
Issue |
14 |
Pages |
3-9 |
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Keywords |
Dementia; Nursing specialties |
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Abstract |
The author examines influences on contemporary dementia specific nursing practice. She addresses the current situation and future developments in this area. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1079 |
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