| Records |
| Author |
Vallance, E.; Scott, S. |
| Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type  |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
3 |
Pages |
40-49 |
| Keywords |
Problem solving; Critical thinking; Nursing; Education |
| Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
| Call Number |
NRSNZNO @ research @ |
Serial |
555 |
| Permanent link to this record |
| |
|
| |
| Author |
Vallance, E.; Scott, S. |
| Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
2 |
Pages |
41-51 |
| Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
| Abstract |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
556 |
| Permanent link to this record |
| |
|
| |
| Author |
Nicol, M.J. |
| Title |
Genetics and nursing: Preparing for future health care development |
Type |
Journal Article |
| Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
19 |
Issue |
2 |
Pages |
27-40 |
| Keywords |
Nursing; Education |
| Abstract |
The author discusses the impact of 'new genetic knowledge' on society and how molecular and clinical genetics are having an increasing influence on routine health care. Increasingly, nurses will be exposed to this new genetic knowledge and challenged to integrate it into their clinical practice in order to ensure that patients and families receive the best health care available. The paper reports the percentage of undergraduate nursing curricula devoted to teaching about genetics and considers how the fundamental principles of molecular genetics and the clinically relevant areas of genetics can be incorporated into pre- or post-registration education. |
| Call Number |
NRSNZNO @ research @ |
Serial |
609 |
| Permanent link to this record |
| |
|
| |
| Author |
Brasell-Brian, R.; Vallance, E. |
| Title |
Clinical practice/education exchange: Bridging the theory-practice gap |
Type |
Journal Article |
| Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
18 |
Issue |
1 |
Pages |
17-26 |
| Keywords |
Education; Interprofessional relations |
| Abstract |
This article positions clinical practice/education exchange (CPEE) within nursing literature and presents narrative accounts from a nurse educator and clinician who exchanged jobs for one year. This type of exchange, between education institutes and service areas where students are placed, is a new concept. The aim is to enhance student learning and facilitating meaningful links between theory and practice for them. |
| Call Number |
NRSNZNO @ research @ |
Serial |
613 |
| Permanent link to this record |
| |
|
| |
| Author |
Fourie, W.; Oliver, J.D. |
| Title |
Defining currency of practice for nurse educators |
Type |
Journal Article |
| Year |
2002 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
18 |
Issue |
3 |
Pages |
30-39 |
| Keywords |
Quality assurance; Professional competence; Education |
| Abstract |
Recent Nursing Council of New Zealand guidelines for competence-based practising certificates and the fact that all nurse educators must have a current practising certificate prompted the Nursing Schools within the Tertiary Accord of New Zealand (TANZ) to explore issues surrounding current competency in practice and how this can be maintained by nurse educators. The authors note that discussions related to competence-based practising certificates generally refer to competence only in terms of direct patient care. They set out to clarify the issue with specific reference to nurse educators who, by the nature of their scope of practice, often do not carry a patient caseload. They review the literature relating to currency of practice and draw on the findings of a survey of TANZ Nursing Schools and provide a position on how currency of practice applies to nurses working in an educational setting. They present strategies to maintain clinical, teaching and scholarly currency and make some suggestions for providing evidence that currency of practice is maintained. |
| Call Number |
NRSNZNO @ research @ |
Serial |
614 |
| Permanent link to this record |
| |
|
| |
| Author |
Day, D.R.; Mills, B.; Fairburn, F. |
| Title |
Exercise prescription: Are practice nurses adequately prepared for this? |
Type |
Journal Article |
| Year |
2001 |
Publication |
New Zealand Journal of Sports Medicine |
Abbreviated Journal |
|
| Volume |
29 |
Issue |
2 |
Pages |
32-36 |
| Keywords |
Practice nurses; Health education; Primary health care |
| Abstract |
This study sought to examine whether practice nurses were prepared to provide exercise prescriptions to clients. It involved administering questionnaires to 53 practice nurses in Otago to examine their understanding of green prescriptions and their knowledge and participation in exercise prescription. |
| Call Number |
NRSNZNO @ research @ |
Serial |
628 |
| Permanent link to this record |
| |
|
| |
| Author |
Horsburgh, M. |
| Title |
Quality in undergraduate nursing programmes: The role of Nursing Council |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
15 |
Issue |
2 |
Pages |
25-37 |
| Keywords |
Nursing Council of New Zealand; Nursing; Education; Nursing; Quality assurance |
| Abstract |
This paper looks broadly at issues to do with quality monitoring in higher education and considers the role and focus of the Nursing Council of New Zealand in the approval of and ongoing monitoring of undergraduate nursing degree programmes. It is suggested that the approach taken by the Nursing Council is accountability led where minimal attention is given to teaching and learning and actual graduate outcomes. This may lead to a mistaken belief that Nursing Council's monitoring focuses on quality or that the outcomes of their monitoring might contribute to programme enhancement. A shift to emphasise learning processes, students and continual improvement in order to enhance programme quality is proposed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
634 |
| Permanent link to this record |
| |
|
| |
| Author |
Dyson, L. |
| Title |
The role of the lecturer in the preceptor model of clinical teaching |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
16 |
Issue |
3 |
Pages |
16-24 |
| Keywords |
Teaching methods; Nursing; Education; Preceptorship |
| Abstract |
This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer within the preceptorship model of clinical teaching. It uses an exploratory/descriptive, qualitative approach to interviewing 12 lecturers. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
635 |
| Permanent link to this record |
| |
|
| |
| Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
| Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
15 |
Issue |
1 |
Pages |
13-22 |
| Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
| Abstract |
The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis. |
| Call Number |
NRSNZNO @ research @ |
Serial |
636 |
| Permanent link to this record |
| |
|
| |
| Author |
Walker, J.; Bailey, S. |
| Title |
The clinical performance of new degree graduates |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
14 |
Issue |
2 |
Pages |
31-42 |
| Keywords |
New graduate nurses; Professional competence; Nursing; Education; Teaching methods |
| Abstract |
This study aimed to identify how graduates perceived their clinical performance during their first year of practice. A convenience sample of 30 graduates was surveyed after 3 months and 7 months in practice, using an adapted form of a questionnaire devised by Ryan and Hodson (1992). The results showed that over time, graduates generally required less direction in all areas of clinical competence. After 7 months in practice, the majority of the graduates rated their performance in nursing skills, communication skills, and professionalism at the expected level or above. However, some still required direction with using theory and research in practice, with meeting client's psychosocial needs and with teaching clients. In the leadership competency, after 7 months, most graduates saw themselves functioning at the expected level related to client care and needed less direction in unit management skills. However, many of the unit management skills were rated as 'not applicable' indicating that new graduates are not initially placed in a management role. Implications for nursing education and limitations of the research are discussed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
638 |
| Permanent link to this record |
| |
|
| |
| Author |
Holloway, K. T. |
| Title |
Developing an evidence base for teaching nursing practice skills in an undergraduate nursing program |
Type |
Journal Article |
| Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
14 |
Issue |
1 |
Pages |
22-32 |
| Keywords |
Nursing; Education; Curriculum; New graduate nurses; Evaluation |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
640 |
| Permanent link to this record |
| |
|
| |
| Author |
Gallagher, P. |
| Title |
An evaluation of a standards based portfolio [Corrected and republished article printed in NURSE EDUC TODAY 2001 Apr; 21(3): 197-200] |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Nursing; Education; Teaching methods; Evaluation |
| Abstract |
This study is an evaluation of student perceptions of a standards based portfolio, which is a is a series of student work that seeks to address pre-determined learning outcomes. Of interest to the study was the relationship between theory and practice, the availability of resources to complete the assignment and the contribution the portfolio made to the process of learning. For a particular unit of learning, 'Nursing Business', second year undergraduate students in the Bachelor of Nursing programme were required to complete a portfolio. The assessment directed the students to meet specific criteria which in turn reflected the learning outcomes. |
| Call Number |
NRSNZNO @ research @ |
Serial |
653 |
| Permanent link to this record |
| |
|
| |
| Author |
Kaviani, N.; Stillwell, Y. |
| Title |
An evaluative study of clinical preceptorship |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Preceptorship; Nursing; Education; Evaluation research |
| Abstract |
A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role |
| Call Number |
NRSNZNO @ research @ |
Serial |
654 |
| Permanent link to this record |
| |
|
| |
| Author |
Hardcastle, J. |
| Title |
'Back to the bedside': Graduate level education in critical care |
Type |
Journal Article |
| Year |
2008 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
|
| Volume |
8 |
Issue |
1 |
Pages |
46-53 |
| Keywords |
Nursing specialties; Nursing; Education; Curriculum |
| Abstract |
This paper explores the relationships within teaching, learning and practice development in critical care nursing and questions the popular assumption that 'post graduate (Master's level) education fits all'. The need for critical care nurses to apply advanced knowledge and technical skills to complex and dynamic practice situations necessitates the development of critical thinking and a problem-solving approach to clinical practice that can be fostered through education and experience. Discussion focuses on the successful development and implementation of graduate level education for critical care nurses in the South Island of New Zealand and how this development is challenging existing approaches to the provision and evaluation of formal critical care education in New Zealand. |
| Call Number |
NRSNZNO @ research @ |
Serial |
656 |
| Permanent link to this record |
| |
|
| |
| Author |
Alavi, C. |
| Title |
Breaking-in bodies: Teaching, nursing, initiations or what's love got to do with it? |
Type |
Journal Article |
| Year |
2005 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
| Volume |
18 |
Issue |
3 |
Pages |
292-299 |
| Keywords |
Nursing; Education; Psychology; Nurse-patient relations; Students |
| Abstract |
This paper discusses how students become able to work with sick patients for whom they may feel disgust or discomfort. It is a sustained engagement with the literature on abjection and disgust and is not the outcome of evaluation research. It considers the role of problem-based learning pedagogy in facilitating students' negotiation of their own discomfort and horror, and describes experiences which enable them to approach abject patients with more comfort and less disgust. The paper argues the importance of creating spaces where students can explore issues which are distressing and disturbing so that they will feel able to remain in nursing. |
| Call Number |
NRSNZNO @ research @ |
Serial |
658 |
| Permanent link to this record |
