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Litchfield, M. (2009). To advance health care: The origins of nursing research in New Zealand (NZNO, Ed.). Wellington: NZNO.
Abstract: This book examines in detail the confluence of personalities and professional and practice agendas, out of which emerged the research section, intent on placing research at the centre of the profession's evolution. It provides a fascinating look at how a group of women, utterly committed to nursing, drove their research agenda and it expands understandings of why nursing research is significant for the development of nursing. It also provides an insight into that web of relationships between the professional body, NZNA, the Department of Health, service delivery and education.
To order a copy:
Email: publications@nzno.org.nz
NZNO members: $25 (incl GST + p&p)
Non-NZNO members: $35 (incl GST + p&p)
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Jamieson, I. (2012). What are the views of Generation Y New Zealand Registered Nurses towards nursing, work and career?: a descriptive exploratory study. Doctoral thesis, University of Canterbury, Christchurch.
Abstract: Undertakes a descriptive exploratory study to ascertain the views of Generation Y NZ Registered Nurses (Gen Y nurses) towards nursing, work and career. Little empirical data exists about why young New Zealanders choose to become nurses in the 21st century. Further, little is known about their future career plans or their intentions to remain in the nursing workforce. Conducts a nationwide on-line survey of 358 Gen Y nurses from late 2009 to early 2010. Reports key findings: young NZ nurses are driven by traditional values of altruism, the desire to care for others, the ability to work closely with people, as well as being able to make a strong contribution to society when deciding to become a nurse, while seeking interesting, challenging and exciting work. Job security, the ongoing demand for nurses, the ability to leave and return, as well as the ability to combine work and family, are also important factors that help them to choose to become nurses.
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Bigsby, M. A. (2016). The characteristics of nurses in relation to their attitudes about career planning and development activities. Master's thesis, Massey University, Wellington. Retrieved June 24, 2024, from http://www.nzno.org.nz/resources/library/theses
Abstract: Examines nurses' attitudes to activities that promote career progression as well as training and education. Identifies demographic characteristics of nurses who are, respectively, most and least positive about career progression and training/education. Analyses existing data from the NZNO Employment Survey 2015, using quantitative methods to describe and compare responses with those from nurses registered with the Nursing Council of NZ. Investigates the relationship between nurses' attitudes about career progression and training/education and their experiences of participation in some of those activities.
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Ross, J. (2017). 'Place' Matters to Rural Nurses: A Study Located in the Rural Otago Region of New Zealand. Doctoral thesis, University of Otago, .
Abstract: Explores the social construction of the evolving professional identity, of rural nurses between the 1990z and early 2000s, a period of time was associated with two
significant national directives impacting on the professional practice of rural nurses and their contribution to the delivery of health care, from the rural Otago region of NZ. Engages with the concepts of place and governmentality. Demonstrates that rural nursing is a place–based practice governed both from within and beyond location, an analytical diagrammatic matrix.
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Washbourne, G. A. (2017). Registered Nurses' Experiences of How in Situ Simulation Contributes to Ongoing Clinical Skill Development: A Qualitative Descriptive Study. Master's thesis, University of Canterbury, .
Abstract: Recruits Emergency Department (ED) nurses to participate in three semi-structured interviews. Conducts thematic analysis of interview transcripts to identify the effects on clinical skills, and what facilitated participants' learning.
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Kennedy, B. (2013). The Relationships between empathy and burnout in nurses. Master's thesis, University of Otago, .
Abstract: Surveys nurses at two hospitals during April and May of 2012. Uses bivariate correlations, group comparisons, analysis of variance and multiple regression to analyse the results. Notes that nurses were still experiencing negative emotional effects of the earthquakes and aftershocks of the preceding 18 months. Finds empathy levels and burnout levels were lower than the normative mean, and that empathy and burnout were negatively correlated with age and experience.
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Lienert-Brown, M. F. (2013). Exploring undergraduate nursing students' experiences of their first clinical placement in an acute adult mental health inpatient service. Master's thesis, University of Otago, .
Abstract: Seeks to develop a better understanding of the undergraduate nursing students' experience of their clinical placement in mental health, and to identify the influences on student learning in an acute adult mental health service. Enrols a cohort of 13 nursing students to analyse their lived experiences through their written reflections on practice, which offered important insights into the students' experience of their first mental health clinical placement. Identifies six themes by means of thematic analysis.
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Sandford, G. (2013). What do critical care nurses perceive as barriers to mentorship within the critical care environment? Master's thesis, University of Otago, .
Abstract: Seeks to describe the perceptions and experiences of a sample of nurses working in a critical-care tertiary referral centre in New Zealand, engaged in mentorship of new staff and/or student nurses. Undertakes a descriptive study which identifies four barriers within the critical care environment: the impact that clinical workload has on the provision of mentorship; lack of acknowledgement of the mentorship role; challenge of assessment of new and student nurses; insufficient training and knowledge opportunities for mentors.
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Garrett, C. A. (2013). Simulation learning for critical care nurses : an integrative review. Master's thesis, University of Otago, .
Abstract: Investigate the current literature on simulation learning as a learning tool for critical care nursing education. Identifies how the evidence demonstrates simulation is an effective learning tool for nurses who are involved in critical care, using the Joanna Briggs Institute quality appraisal tools. Endeavours to explore the experiences of both nurses and educators utilising simulation learning to prepare for critical care nursing.
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Joyce, S. (2013). Running some tests: essays on doctors, nurses and hospital health care. Ph.D. thesis, University of Auckland, . Retrieved June 24, 2024, from http://hdl.handle.net/2292/20574
Abstract: Comprises three essays on the economics of health-care delivery in hospitals: considers the relationship between gender and/or ethnic concordance between a doctor and patient, and the number of diagnostic tests ordered during a hospital stay; estimates the impact of doctor-patient demographic concordance (where doctor and patient share the same ethnic group and/or gender) on a doctor's decision-making for diagnostic resources and medical treatments; calculates the relationship between ward-level nursing hours and a patient's health outcome, e.g. mortality and length of ward stay. Uses a detailed nursing-staff dataset, a novel instrumental variable for nursing hours (the amount of sick and bereavement leave taken by nurses on a ward) and the separate effect of nursing and patient hours in a ward, on a patient's health outcome.
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Zambas, S. I. (2013). The consequences of using advanced assessment skills in medical and surgical nursing: keeping patients safe. Doctoral thesis, Auckland University of Technology, . Retrieved June 24, 2024, from http://hdl.handle.net/10292/6960
Abstract: Examines the impact of advanced assessment skills on patients in medical and surgical wards through nurses' stories of using these skills. Highlights the use of auscultation, palpation and percussion by nurses for complex patient presentations within a wide range of clinical situations. Conducts 12 interviews with five nurses from paediatric and adult medical and surgical wards in a large urban hospital in NZ.
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Cadigan, K. (2017). Supporting the struggling nursing student in clinical practice : a qualitative descriptive study. Master's thesis, , .
Abstract: Utilises a descriptive design methodology to explore the experiences of 14 clinical lecturers who work alongside student nurses in the clinical practice component of the nursing education programme. Highlights issues facing students in the clinical environment. Identifies potential strategies to support struggling student nurses in clinical practice.
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Song, W. J. (2017). Teaching Ethics in Nursing Education – A case study of teaching in a New Zealand tertiary education context. Master's thesis, University of Waikato, .
Abstract: Explores what experiences and challenges nursing educators face teaching ethics content and identifies the difficulties encountered in classroom practice. Interviews a self-selecting sample of 7 nursing educators working at a large NZ tertiary institution in the North Island. Outlines the seven dominant themes to emerge from the inductive data analysis process.
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Wilkinson, J. A. (2007). The New Zealand nurse practitioner polemic : a discourse analysis : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Wellington, New Zealand. Doctoral thesis, Massey University, Wellington.
Abstract: Traces the development of the nurse practitioner role in NZ since its establishment in 2001, using a discourse analytical approach to examine those discourses that have defined the role. Employs both textual and discursive analysis of texts from published literature and from nine interviews with individuals influential in the evolution of the role. Examines political perspectives and disciplinary practices dating back to the Nurses Registration Act of 1901. Considers the implications of an autonomous nursing profession in both practice and regulation.
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Johns, S. R. (2019). It's always with you: the experience of being a 1970s hospital-trained general nursing student. Ph.D. thesis, Auckland University of Technology, Auckland. Retrieved June 24, 2024, from http://hdl.handle.net/10292/13003
Abstract: Uncovers the significance for nurses who were trained within the 1970s apprenticeship model in NZ hospitals, in their present understanding of themselves as nurses. Confirms that the 1970s heralded the beginning of the end of the apprenticeship system of nurse training, and that literature related to this era of general student nurse training is limited. Uses philosophical hermeneutics to guide interviews with 15 former student nurses who trained within the Auckland Hospital Board School of Nursing, and who reflect 40 years afterward, on how their apprenticeship training influenced the type of nurses they became.
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