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| Author | Gare, L. | ||||
| Title | Patient experience of joint replacement education: A joint venture | Type  |
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| Year | 2006 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
| Volume | Issue | Pages | |||
| Keywords | Nurse-patient relations; Health education; Communication | ||||
| Abstract | The aim of this research was to explore patients' educational experiences and the usefulness and benefits of this health education in the rehabilitation period, when undertaking a total joint replacement. An exploratory, qualitative descriptive study method was used to describing patients' experiences of health education. Five participants, convenience sampled, were interviewed eight to twelve weeks post surgery following unilateral total joint replacement in a tertiary hospital. Participants valued the education they received pre operatively, which included written material, video and individual interaction with varied health professionals. Although this was provided in a timely manner, evidence showed limited post operative reinforcement and follow up of given education and preparation for discharge. Three 'partnership' themes were identified from data, Communicative, Subservient and Knowledge. 'Communicative Partnership' conceptualised the participants' experiences of the nurse-patient relationship, whilst 'Subservient Partnership' captured the participants' experiences of 'being' patients. 'Knowledge Partnership' combined the participants' ideas about knowledge and their retention of this knowledge to assist with their rehabilitation post surgery. The needs and experiences of patients after total joint replacement reflect on transitional change – changes in roles, behaviour, abilities and relationships. Educational contents need to reflect a realistic recovery process to assist with this transitional period, delivered by health care professionals in a manner best suited for patients. | ||||
| Call Number | NRSNZNO @ research @ 1235 | Serial | 1220 | ||
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| Author | Hylton, J.A. | ||||
| Title | Enrolled nurse transition to degree level study based at a rural satellite campus | Type |
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| Year | 2002 | Publication | Abbreviated Journal | Massey University Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Enrolled nurses | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1248 | ||
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| Author | Rummel, L. | ||||
| Title | Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings | Type |
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| Year | 2001 | Publication | Abbreviated Journal | Massey University, Albany, Library | |
| Volume | Issue | Pages | |||
| Keywords | Preceptorship; Nursing; Education; Identity; Intensive care nursing | ||||
| Abstract | This thesis used a Heideggerian Hermeneutic approach to explore the experiences of registered nurses who act as preceptors to undergraduate student nurses. The researcher interviewed fifteen volunteer registered nurses twice as preceptors to investigate their experience. The data generated was audio-taped and analysed. Four dominant themes emerged. The first, 'Becoming attuned – the call', related to registered nurses responding to the call to be preceptors to students in their clinical placement. The second, “The emerging identity of being-as preceptor: keeping the student in mind”, related to preceptors cultivating their own identity as preceptors as they worked with students in the world of nursing practice. The third, 'Assessing where the student is at: the preceptor and preceptee working and growing together', related to a constant evaluation by preceptors of students' knowledge, readiness to learn, and the provision of learning opportunities. The fourth, 'Preceptors as builders of nursing practice through teaching reality nursing', facilitated the preceptee's experience of the real world of nursing practice. An overall constitutive theme: 'Preceptors as the safeguarders of the practices of nursing', emerged as the essence of the experience. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1263 | ||
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| Author | Burtenshaw, M.K. | ||||
| Title | Characteristics and expectations of beginning Bachelor of Nursing students | Type |
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| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Students; Nursing; Education | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1269 | ||
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| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type |
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| Year | 2008 | Publication | Abbreviated Journal | NZNO Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Nursing; Education | ||||
| Abstract | ABSTRACT BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system. AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ). METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS). RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study. CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
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| Call Number | NRSNZNO @ research @ | Serial | 1291 | ||
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| Author | Thompson, C.M.M. | ||||
| Title | Caring for people with mental health problems who present at the emergency department: A nurse educator's journey | Type |
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| Year | 2005 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Mental health; Emergency nursing; Education | ||||
| Abstract | The New Zealand emergency department (ED) nurse is faced daily with the challenge of caring for patients of all ages with a wide variety of presenting complaints. Courses are available for ED specialty work such as trauma and paediatric assessment. However, this thesis argues, it is difficult to access updated and ongoing education in relation to caring for people with mental health problems who present to the emergency department. In addition to this education deficit, are the challenges of providing care in an overcrowded ED environment. The author goes on to say that such factors contribute to a perceived lack of confidence and sometimes ambivalence or frustration on the part of nursing staff in caring for this group. This may result in an inconsistent standard of care for the person with a mental health problem unless such issues are addressed. The aim of this research paper was to explore the education needs of ED nurses when caring for people with mental health problems. A literature review was undertaken to investigate the broad education strategies available to overcome these challenges. Diverse approaches were identified such as workshops, clinical guidelines, and mental health consultation-liaison roles. Research was also identified that examined ED nursing attitudes and their learning needs in relation to mental health. This paper concludes with a discussion of recommendations for the New Zealand setting with the intention of developing a more confident and competent nursing workforce, who are better prepared to care for the person with a mental health problem. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 575 | ||
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| Author | Mitchell, M.H. | ||||
| Title | Clinical decision-making processes in emergency nursing | Type |
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| Year | 2005 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Emergency nursing; Education; Clinical decision making | ||||
| Abstract | The aim of this research paper is to explore the processes of clinical decision-making in relation to emergency nurses and to examine the educational requirements for the development of clinical decision-making skills. Clinical decision-making is foundational to professional nursing practice. It is the expectation of the profession and the organisations in which nurses work that appropriate clinical decision-making will occur. Patients also rightly expect, when being cared for by nurses, that the clinical decisions pertaining to their care will be optimal. | ||||
| Call Number | NRSNZNO @ research @ 592 | Serial | 578 | ||
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| Author | Chapman, C. | ||||
| Title | The elective way: An exploration of pre-operative education for orthopaedic joint replacements | Type |
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| Year | 2006 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Patient satisfaction; Surgery; Education | ||||
| Abstract | This research paper provides a description and analysis of literature and research focusing on pre-operative education programmes available internationally and nationally for patients receiving total joint replacements. This discussion differentiates between pre-assessment and pre-operative education to provide an understanding that both aspects are important in there own right. Together pre-assessment and pre-operative education complement each other to provide total care for patients awaiting total joint replacement surgery. One way of alleviating apprehension experienced by the patient about their surgery is by providing appropriate joint replacement education programmes that meet their needs. This type of programme is a form of empowerment which provides patients with appropriate and relevant information. This allows the patient to be actively involved in their own care and enable them to make informed decisions. The importance of education, information and communication; anxiety and pain; family and peer support; mobility and insecurity is a common thread in the literature where patients describe their experiences and concerns following a total joint replacement. These concepts are discussed and related to why pre-operative education programmes are recommended to help alleviate patients concerns and are important in providing a total multidisciplinary approach to care. | ||||
| Call Number | NRSNZNO @ research @ 736 | Serial | 722 | ||
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| Author | Logan, C.M. | ||||
| Title | Anaesthetic nursing: Focusing perioperative practice on the patient | Type |
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| Year | 2000 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing specialties; Advanced nursing practice; Nurse-patient relations; Nursing; Education | ||||
| Abstract | The purpose of this literature review is to generate a picture of what is known and what needs to be investigated further about anaesthetic nursing in the perioperative nursing role in New Zealand, and to examine this in relation to international trends. Nurse anaesthetists in the United States are described in American nursing literature, and recognised as one of the four advanced nurse practitioner roles. In New Zealand, recent efforts to provide appropriate post-graduate education for the perioperative nurse have been challenged by other inter-professional interests, thus restricting the development of an expanded role. The author notes that this has caused concern for New Zealand's perioperative nurses who consider anaesthetic nursing is an integral part of perioperative practice. Anaesthetic nursing forms a substantial component of the basic competencies required of a registered nurse working in the operating theatres. Orientation programmes and ongoing education at all levels of professional development incorporate anaesthetic nursing competencies to provide continuity of patient care and support perioperative practice. Care of the patient undergoing anaesthesia is an area where nurses demonstrate their advanced assessment skills and clinical judgement and is included in perioperative specialist or nurse practitioner job descriptions. The Perioperative Nurses Association in New Zealand is concerned to develop postgraduate education in their area of speciality to support their application for 'College' status within the New Zealand Nurses Organisation. For this to happen in a cogent fashion, information and knowledge generated from research, are required to clarify perioperative nursing's current position and determine how practice can be shaped to best care for patients undergoing surgical interventions. Evidence from research supports nurses in the anaesthetic role by demonstrating that the preoperative visits and assessments they undertake can reduce patients' anxieties, decrease the need for pain relief and shorten hospital stays. This review includes literature sources that explore disparities between the development of New Zealand anaesthetic nursing and international models. The author suggests that information and understanding gained from conducting this review will allow future developments in anaesthetic nursing practice to be informed by previous initiatives and projects and identifies areas for further research. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 790 | ||
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| Author | Seccombe, J. | ||||
| Title | Nursing students and people with disabilities: Changing curriculum, changing attitudes? | Type |
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| Year | 2004 | Publication | Abbreviated Journal | Massey University Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Students; People with disabilities | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 832 | ||
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| Author | Love, E. | ||||
| Title | Towards the best of both worlds: Developing a partnership between education and practice to improve clinical practicum experience and learning outcomes for undergraduate nursing students | Type |
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| Year | 2000 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Nursing; Education; Teaching methods | ||||
| Abstract | One proposed method for addressing concerns about a `theory-practice gap' in nurse education and perceived clinical shortcomings in beginning practitioners, is improved collaboration between education and practice. This paper is about a New Zealand nursing initiative to promote optimal learning outcomes for nursing students through supported hospital clinical experiences. It is implemented through a contractual partnership between Lakeland Health Limited in Rotorua, and Waiariki Institute of Technology. An associated “Clinical Nurse Educator Programme”, developed by lecturers at Waiariki's nursing school, prepares hospital nurses to be Clinical Nurse Educators. These “C.N.Es” replace and enhance the clinical role formerly provided by nursing lecturers, and short term contracted nurses. The programme is entering its fourth year with positive evaluations, and has extended into another hospital. Literature suggests that although educators are important, students may consider hospital nurses much more significant for their clinical learning and developing confidence 'in the real world'. These nurses are on hand, and generally have clinical credibility not afforded to academic staff. However, ward nurses, like contracted nurse teachers, have reported not having enough curriculum knowledge, nor teaching skills to optimise student learning. This C.N.E programme addresses these shortcomings through its selection of experienced nurses in current practice, and 50 hours of theoretical and practical course content, to prepare them for the role. This paper provides a clinical and personal perspective of the C.N.E programme, its beginnings, how it works locally, and process for its ongoing development. Not only does this programme provide a bridge between theory and practice for students during their clinical practicum placements, but communication, consultation and collaboration between education, practice and the workplace have also improved. Nurses in both sectors are confident that through the developing partnerships, students and future practice will benefit from the aim to provide students with 'the best of both worlds'. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 897 | ||
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| Author | Delugar, A. | ||||
| Title | An historical inquiry to identify the contribution Beatrice Salmon's writings made to nursing education in New Zealand, 1969-1972 | Type |
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| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | History of nursing; Nursing; Education | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1271 | ||
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| Author | Lewis-Clarke, G.M.E. | ||||
| Title | Whanau and whanaungatanga issues affecting Maori achievement in tertiary nursing education | Type |
Report | ||
| Year | 2007 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
| Volume | Issue | Pages | |||
| Keywords | Maori; Nursing; Education; Students; Cultural safety | ||||
| Abstract | |||||
| Call Number | NRSNZNO @ research @ | Serial | 804 | ||
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| Author | Hamer, H.P.; Finlayson, M.; Thom, K.; Hughes, F.; Tomkins, S. | ||||
| Title | Mental health nursing and its future: A discussion framework: Report from the Expert Reference Group to the Deputy Director-General Dr Janice Wilson | Type |
Report | ||
| Year | 2006 | Publication | Abbreviated Journal | ||
| Volume | Issue | Pages | |||
| Keywords | Mental health; Psychiatric Nursing; Policy; Leadership; Nurse practitioners; Nursing; Education; Careers in nursing | ||||
| Abstract | This project was initiated by the Ministry of Health to ensure a nationally coordinated approach to mental health nursing. The purpose of the project is to provide a national strategic framework for mental health nursing that will strengthen both nursing leadership and practice within the multi-disciplinary clinical environment. The framework reviews a range of key workforce issues identified by the Ministry of Health and provides strategies to move mental health nursing forward. The framework integrates directions from government mental health strategies, policies and directions, national and international literature as well as professional nursing requirements which aim to create a sustainable mental health nursing workforce using evidence based practice. The framework considers a range of key workforce issues identified by the Ministry of Health including: nursing leadership, nurse practitioners, standards, skill mix, clinical career pathways, professional supervision, education, research and recruitment and retention. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 865 | ||
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| Author | McDonald, S.; Willis, G.; Fourie, W.; Hedgecock, B. | ||||
| Title | Graduate nurses and their experience of postgraduate education within a Graduate Nurse programme | Type |
Report | ||
| Year | 2007 | Publication | Abbreviated Journal | Copies can be obtained from The Department of Nursing and Health Studies, Manukau Institute of Techn | |
| Volume | (Monograph Series 2/2007) | Issue | Pages | ||
| Keywords | Nursing; Education; New graduate nurses; Teaching methods; Students | ||||
| Abstract | The authors note that the literature identifies that the transition from tertiary based training to the realities of industry expectations can be a stressful period for graduates. Various District Health Boards offer postgraduate papers within their graduate nursing programmes, resulting in graduates being expected to perform the role of a beginning practitioner as well as embark on postgraduate education during this first year. As yet, the authors note, there is little evidence available to substantiate the efficacy and impact of such papers. The purpose of this study was to explore graduate nurse's experience of postgraduate education within the Graduate Nurse Programme. The report contains the results of a survey of nurses within the Programme. This report details the results of that survey and make recommendations for consideration. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 911 | ||
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