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Author |
Haggerty, C. |
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Title |
Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice |
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Year |
2000 |
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Abbreviated Journal |
ResearchArchive@Victoria |
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Pages |
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Keywords |
Psychiatric Nursing; Clinical supervision; Students; Preceptorship |
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Abstract |
This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation. |
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Call Number |
NRSNZNO @ research @ |
Serial |
450 |
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Author |
Lilley, S. |
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Title |
Experiences of mentoring in primary health care settings: Registered nurses' and students' perspectives |
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Year |
2006 |
Publication |
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Abbreviated Journal |
University of Otago Library |
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Issue |
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Pages |
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Keywords |
Mentoring; Students; Registered nurses; Primary health care |
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Abstract |
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Call Number |
NRSNZNO @ research @ 505 |
Serial |
491 |
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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 |
Sims, D.A. |
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Title |
The benefits and challenges of one New Zealand nursing undergraduate clinical education model: A case study |
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Year |
2004 |
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 |
Clinical supervision; Preceptorship; Education; Students; Nursing |
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Abstract |
This research project utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The tertiary education provider contracts the health provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation's contractual obligations. Data were gathered from two ward managers using semi-structured interviews. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was 'there' for a student as a student's preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student's preceptor if the student's preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents are also discussed. |
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Call Number |
NRSNZNO @ research @ |
Serial |
598 |
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Author |
Best, G.A. |
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Title |
Being pruned: Student nurses experience of being shaped in clinical practice by lecturers |
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Year |
2004 |
Publication |
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Abbreviated Journal |
Auckland University of Technology Library |
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Issue |
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Pages |
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Keywords |
Students; Nursing; Education |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
599 |
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Author |
Johns, S. |
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Title |
Being constrained and enabled: A study of pre-registration nursing students ethical practice |
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Year |
2004 |
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 |
Ethics; Nursing; Students |
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Abstract |
This study uncovers the experience of being ethical from the perspective of pre-registration nursing students. Using the qualitative methodology of phenomenology, specifically that outlined by van Manen, it seeks to show how students act ethically within everyday practice. Providing nursing care is an ethically charged undertaking and despite ethics taking an increasingly important place in nursing education, the author suggests that few studies show the contextual nature of ethical practice from the perspective of students. This study aims to partly redress this situation. In this study the author has interpreted the experiences of twelve pre-registration students. Using seventeen stories shared by the student participants, the author's personal understandings and literature, the meaning of being ethical has been illuminated. Three themes emerged from the interpretation. These include 'keeping things 'nice'', 'being true to yourself' and 'being present'. This thesis asserts that the overarching theme within these themes is that of 'being constrained and enabled'. Being constrained shows the experiences of students as they live through the tensions of being and doing as they strive to be ethical. Being enabled shows the experience of self-determination. Finally the study maintains that the shaping of ethical practice for undergraduate students may be enhanced when their reality is positioned and valued within educational processes. |
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Call Number |
NRSNZNO @ research @ 614 |
Serial |
600 |
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Author |
Stewart, L. |
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Title |
Stories from Pacific Island nurses: Why do Pacific Island Bachelor of Nursing students not return to their own countries after being scholarship recipients? |
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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 |
Pacific peoples; New graduate nurses; Students |
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Abstract |
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Call Number |
NRSNZNO @ research @ 618 |
Serial |
604 |
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Author |
Dewes, C.A. |
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Title |
Perceptions and expectations of a kaiawhina role |
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Year |
2006 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Pages |
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Keywords |
Maori; Students; Nursing |
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Abstract |
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Call Number |
NRSNZNO @ research @ 692 |
Serial |
678 |
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Author |
Scott, W. |
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Title |
Listen to the beat of my heart: The lived experience of panic attack in undergraduate nursing students: An interpretive inquiry |
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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 |
Psychology; Students; Nursing; Midwifery |
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Abstract |
This interpretive inquiry explores the lived experience of 3 undergraduate nursing students and one midwifery student who have panic attacks. The aim of the research is to give voice to these students and to raise awareness among nurse educators about the impact that panic attacks may have for them. The research question asks, “what is the lived experience of panic attack in undergraduate nursing students?” A semi structured interview was conducted with each student in order to gain significant data. The research identified four key themes implicit to the lived experience of panic attack analysis: Listen to the beat of my heart (embodiedness), fearfulness, shamefulness, and holding one's own (coping). The findings suggest that the lived experience of panic attack is embedded in the lifeworld of lived body, lived time, lived relation, and lived space. Panic attack affects students physically and emotionally and interpersonally. The significant finding is that nurse educators need be aware of the coping or non-coping strategies used by students and, most importantly, recognise the impact that panic attacks have on their study. |
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Call Number |
NRSNZNO @ research @ 735 |
Serial |
721 |
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Author |
Feather, A. |
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Title |
What is so hard about a drug calculation? An exploration into my experience of teaching the competency of drug dosage calculation to the undergraduate nursing student |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
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Volume |
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Pages |
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Keywords |
Drug administration; Nursing; Education; Students |
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Abstract |
This dissertation was written to promote the author's understanding of the development of drug calculation competency in the undergraduate student nurse. It explores and critiques the literature surrounding the topic and examines the differing teaching methods that are currently used to promote this competency. Findings from the literature were compared to her experience of teaching drug dosage calculation competency to second year undergraduate nursing degree students. This dissertation suggests that drug dosage calculation may be an ongoing problem for nursing students not only during their course of study but also post registration. It appears that age and educational background may be factors in determining whether or not the student will truly master the concept. Although highly debated, it does appear that the use of a calculator assisted the nursing students within the author's class with their arithmetic operation. However, problems associated with conceptual understanding remain notable. The recommendations from this dissertation include the use of varied methods of instruction, integration of both the theory and practical components and the possible use of the dimensional analysis method in the teaching of drug dosage calculation. The author suggests that further research is required both locally within the School of Nursing where she is employed and nationally to fully examine the extent of this issue. Research which is not only focused on the student's calculation ability and its progression over the course of their study but which also allows the School to collate data on age, educational background, culture and learning style would allow lecturers to gain greater insight into student competency, progress and learning needs. She goes on to say that the continued ongoing exploration of her own practice utilising action research is also required as this would assist her in meeting the needs of students and lead to an overall improvement in her practice. |
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Call Number |
NRSNZNO @ research @ |
Serial |
805 |
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Author |
Vernon, R.A. |
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Title |
Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning: An evaluation research study |
Type |
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Year |
2003 |
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; Evaluation |
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Abstract |
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Call Number |
NRSNZNO @ research @ 871 |
Serial |
855 |
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Author |
Marshall, D.C. |
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Title |
The preceptor's role in student evaluation: An investigation |
Type |
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Year |
2000 |
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 |
Preceptorship; Students; Teaching methods |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
906 |
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Author |
Whittle, R. |
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Title |
Decisions, decisions: Factors that influence student selection of final year clinical placements |
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Year |
2007 |
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 |
Clinical assessment; Nursing; Education; Students |
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Abstract |
Clinical practice is an essential and integral component of nursing education. The decision-making process involved in student selection of clinical placements is influenced by a range of factors which are internal or external to students. As there was little research that explored these factors and the influence they have on student decisions, the author sought to investigate this further. A mixed-method approach was used, using a questionnaire and focus group interview, to give breadth and depth to the research. This study found that students are particularly influenced by previous positive experiences, or an interest in a particular area of practice. Their personality will also influence their placement decisions. Nurse preceptors and clinical lecturers also provide a key support role to students in the clinical environment. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1103 |
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Author |
Williams, J.L. |
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Title |
The Cummins model: An adaption to assist foreign nursing students in New Zealand |
Type |
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Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
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Volume |
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Issue |
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Pages |
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Keywords |
Nursing; Education; Students |
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Abstract |
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Call Number |
NRSNZNO @ research @ |
Serial |
1114 |
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Author |
Wilson, S.C. |
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Title |
A qualitative exploration of emotional competence and its relevance to nursing relationships |
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Year |
2007 |
Publication |
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Abbreviated Journal |
Massey Research Online |
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Volume |
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Issue |
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Pages |
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Keywords |
Nurse-patient relations; Nursing; Education; Students; Professional competence |
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Abstract |
This qualitative research project explored the experiences of nurse educators who sought to assess aspects, which could be related to facilitation of emotional competence, in nursing students. Focus groups were conducted in three different educational institutions, offering a Bachelor of nursing degree. Each of the participants had a teaching and assessment role within the school of nursing. The contributions of the nurse educators and their interactions were audio taped, transcribed and then later, analysed using thematic and focus group analysis practices. From the analysis of the experiences of the nurse educators, four predominant themes arose which capture the areas of importance to the participants. Student nurses can develop emotional competence by critically reflecting during classroom and clinical experiences. Continuous consideration must be made within each practicing area of nursing, of the environmental and relational challenges which inhibit or facilitate nurse's ability to practice with emotional competence. Educators and practicing nurses, who work alongside students, must uphold the expectation that emotional competence is a requisite ability and provide opportunities to foster emotional growth and skills to resolve conflict within the culture of nursing. A common view shared by the educators was that the profession of nursing needs to have a clear understanding of what constitutes emotional competence. Strategies to realistically incorporate emotional competence into the educational curriculum and competency based assessment opportunities within nursing education are required. Suggestions are presented from which undergraduate nursing education can facilitate development of emotional competence with those students working toward becoming a registered nurse. Emotional competence is suggested as an essential learning outcome in the movement toward transformative nursing education and a collaborative nursing profession. |
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Call Number |
NRSNZNO @ research @ |
Serial |
1144 |
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