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Mackay, B.(and others). (2011). Utilising the hand model to promote a culturally-safe environment for international nursing students. Nursing Praxis in New Zealand, 27(1), 13–24.
Abstract: Backgrounds and describes the Hand Model, developed by a nurse teacher to assist her in teaching cultural safety, and suggests its potential to provide a framework for creating a culturally-safe environment for international students in NZ, including those aspects of cultural safety specific to NZ.
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Scott, S. (2011). A tripartite learning partnership in health promotion. Nursing Praxis in New Zealand, 27(2), 16–23.
Abstract: Describes a partnership between a NZ nursing programme and a community trust whereby nursing students enrolled with youth at a local high school that promoted health. Argues that the strategy contributes to the students' acquisition of the collaborative skills required to develop nursing partnerships within communities.
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Hikuroa, E., & Glover, M. (2017). Reducing smoking among indigenous nursing students using incentives. Nursing Praxis in New Zealand, 33(1). Retrieved July 1, 2024, from http://www.nursingpraxis.org
Abstract: Presents the results of a stop-smoking trial using a financial incentive to assist Maori nursing students and a whanau quit-mate to quit smoking. Conducts a marae-based 24-week programme of cessation support with financial incentives in the form of scholarship payments awarded to students incrementally based on proven smoking cessation of both quit mates. Uses focus groups at two points in the programme with students and their quit mates and administers a questionnaire to students at the end of the programme.
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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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Vick, M., Dannenfeldt Gudrun, & Shaw, B. (2017). Do students training to be health-care workers have compassionate attributes? Kai Tiaki Nursing Research, 8(1), 16–22.
Abstract: Measures the extent to which health-care students began their training with compassionate attributes. Defines compassion as an awareness of others and a desire to help, using a non-judgmental approach. Highlights the significance of compassion in health care. Provides a self-administered 'compassion to others' psychometric scale to measure compassionate attributes to 146 students enrolled in the first semester of nursing, midwifery and social work at the Waikato Institute of Technology (Wintec). Analyses data using the SPSS and ANOVA for descriptive statistics and predictive information.
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Owen, K., Day, L., & Yang, D. (2017). Promoting well-being for Chinese international students in an undergraduate nursing programme: reducing culture shock. Whitireia Nursing and Health Journal, (24), 13–20.
Abstract: Reviews literature relating to the experience of international tertiary students, particularly Chinese students, undertaking nursing education. Reports that international students cite poorer mental and physical health outcomes than domestic students, and that students with English as an additional language (EAL) experience culture shock, frustration and stress. Suggests that tertiary institutions need to supply targeted interventions for international students in language and cultural adaptation to promote positive acculturation.
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Song, J. (2018). Ethics education in nursing: challenges for nurse educators. Kai Tiaki Nursing Research, 9(1), 12–17.
Abstract: Explores the experiences of a group of nurse educators responsible for teaching ethics to undergraduate nursing students. Discusses the ethical challenges they encounter in their classroom practice. Employs a case study approach to explore the experiences of seven educators working at a large tertiary institution. Interviews them to ascertain the challenges they face in teaching ethics to nursing students, and how best to overcome them.
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Proverbs, A., & McClunie-Trust, P. (2018). Bachelor of nursing students' experience of dialogue with nurse lecturers. Kai Tiaki Nursing Research, 9(1), 27–34.
Abstract: Reports the findings of research exploring third-year BN students' experiences of dialogue with nurse lecturers during clinical practice placements. Examines student interactions and conversations with nurse lecturers in clinical practice. using and interpretive approach informed by Heideggarian phenomenology to understand how the relationship supports learning.
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Walker, L. (2019). Do New Zealand's nursing students know how to access health-promotion services and look after their own health? Nursing Praxis in New Zealand, 35(1). Retrieved July 1, 2024, from http://www.nursingpraxis.org
Abstract: Examines nursing students' knowledge about services, their access to facilities and their confidence in referring sources of health promotion to other students. Offers a web-based survey to nursing students at 23 nursing schools providing undergraduate nursing education in NZ. Conducts descriptive statistical analysis and compares groups based on age, year of study and ethnicity, using 2-sample t-tests. Describes the responses regarding service availability, health-promoting aspects of each campus, and confidence in provision of health advice.
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Green, C. (2018). Medication simulation: enhancing nursing students' clinical environmental awareness through self-care and promotion of patient safety. Whitireia Nursing and Health Journal, (25), 37–51.
Abstract: Undertakes an evidence-based practice pilot project to examine the effectiveness of simulation-based learning in teaching nursing students to become aware of the role of stress, anxiety and distraction in medication errors. Stresses the importance of medication-error prevention at the pre-licensure level, by increasing awareness of patient safety culture. Notes the need to teach nursing students self-awareness of the distractions and stresses within the clinical environment and therefore the need for self-care to avoid medication error.
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Robertson, S., & Thompson, S. (2019). Nursing services in student health clinics in New Zealand tertiary education institutes. Nursing Praxis in New Zealand, 35(2). Retrieved July 1, 2024, from www.nursingpraxis.org
Abstract: Discovers which nursing services are available to students in health clinics in NZ tertiary education institutes and how the clinics are structured. Surveys nurses practising in 16 of 22 institutes with student health services, about the types of services offered. Identifies sexual health, mental health and health education as the primary services, with sexual health and mental health the most utilised. Notes the increasing use of student health services by international students.
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Chittick, H., Manhire, K., & Roberts, J. (2019). Supporting success for Maori undergraduate nursing students in Aotearoa/New Zealand. Kai Tiaki Nursing Research, 10(1), 15–21.
Abstract: Identifies those factors that help Maori to succeed in bachelor of nursing education programmes, based on previous identification of barriers to Maori success in tertiary education. Examines the experiences of Maori graduate nurses in 2017 via semi-structured interviews. Analyses the data using thematic methods to describe common themes.
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Lesa, R. (2019). Personal experience of using a case study for a doctorate. Kai Tiaki Nursing Research, 10(1), 68–70.
Abstract: Draws on personal experience us using a case study for doctoral research. Presents practical insights into the process of designing a credible research case study based on the author's research into the experiences of third-year nursing students in simulation and clinical practice.
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Andrews, L., Crawford, R., & Arcus, K. (2019). Kia ora houora: guiding Maori secondary school students toward health careers. Whitireia Journal of Nursing, Health and Social Services, (26), 58–62.
Abstract: Collates and analyses evaluations of Central Region Kia Ora Hauora programmes from 2010-2017 to discovers what interventions in the programme were most effective for increasing the recruitment of Maori into health careers. Identifies Work-choice Day and Work Experience Day as the most effective interventions, and that meeting health professionals and taking part in simulated practice experiences were influential.
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Rhodes, J. (2020). Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction. Kai Tiaki Nursing Research, 11(1), 34–41.
Abstract: Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure.
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