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Philips, H., & Wilkinson, J. (2015). Non-prescribing diabetes nurse specialist views of nurse prescribing in diabetes health. Nursing Praxis in New Zealand, 31(1), 5–15.
Abstract: Presents the results of a survey of non-prescribing diabetes nurse specialists' views of prescribing in the wake of a trial and staged implementation of diabetes nurse specialist prescribing. Conducts on online survey of members of the diabetes nurse specialist section of NZNO. Analyses the results descriptively, finding a statistically significant relationship between being a specialist and the intention to prescribe. Avers that for diabetes nurse specialist prescribing to continue, the resources for supervision must be taken into account in workforce planning.
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Adams, S., Carryer, J., & Wilkinson, J. A. (2015). Institutional ethnography : an emerging approach for health and nursing research. Nursing Praxis in New Zealand, 31(1), 18–26.
Abstract: Introduces institutional ethnography as an approach to sociological inquiry for health and nursing research in NZ. Provides an overview, introducing key concepts, and describing how institutional ethnography is used in research on the establishment of nurse practitioners and their services in rural primary health care.
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Garcia, A., Whitehead, D., & Winter, H. S. (2015). Oncology nurses' perception of cancer pain: a qualitative exploratory study. Nursing Praxis in New Zealand, 31(1), 27–33.
Abstract: Undertakes research to explore how oncology nurses perceive cancer pain in patients. Presents the findings of semi-structured interviews with a sample of 5 registered nurses working in a NZ oncology ward, who reported their responses to under-treatment of cancer pain. Highlights the need to explore cancer pain management with patients.
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Roy, D., Gasquoine, S., Caldwell, S., & Nash, D. (2015). Health professional and family perceptions of post-stroke information . Nursing Praxis in New Zealand, 31(2), 7–24.
Abstract: Conducts a mixed-methods descriptive survey to ascertain information needs of stroke families, as part of a longitudinal research programme, Stroke Families Whanau Programme. Asks 19 family members and 23 practitioners via interviews their opinions on current resources, and the appropriateness, accessibility, timeliness or omissions in the information provided, following a stroke. Identifies barriers to information provision.
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Burrow, M., Gilmour, J., & Cook, C. (2017). Healthcare assistants and aged residential care: A challenging policy and contractual environment. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Examines NZ policy and care demands in aged residential care. Maintains that registered nurses need to understand the socio-political, economic and educational factors that influence care delivery in aged residential care. Presents an overview of the current role of healthcare assistants (HCAs)in aged residential care, based on a review of the existing grey literature, current national policy, DHB contract agreements and NZNO collective agreements.
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Meza, J., & Kushner, B. (2017). An exploration of autonomy and independence among community. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Conducts interviews with five adults, aged 85 or over, to discover how they expressed and negotiated independence and autonomy in their daily lives, and when in contact with the health-care system. Aims to provide health-care professionals with information regarding independence, autonomy and decision-making when caring for older adults. Groups the findings into three themes: independence, past and present; autonomy and decision-making; and health. Provides evidence of older adults living self-determined lives.
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Jamieson, I., Sims, D., Casey, M., Wilkinson, K., & Osborne, R. (2017). Utilising the Canterbury Dedicated Education Unit model of teaching. Nursing Praxis in New Zealand, 33(2), http://www.nursingpraxis.org.
Abstract: Considers whether the Canterbury Dedicated Education Unit model of clinical teaching and learning can support graduate registered nurses in their first year of practice. Uses a descriptive exploratory case-study approach to gather data via three focus groups with a total of eleven participants. Undertakes thematic analysis to identify patterned meaning across the dataset from which two primary themes emerge: support, and recruitment and retention. Identifies five associated sub-themes: peer support, organisational support, liaison nurse support, team support for the graduate registered nurses, and team support for the staff. Reveals the significant contribution made by the Nurse Entry-to-Practice Programme Liaison Nurse as a conflict broker.
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Rook, H., Hales, C., Milligan, K., & Jones, M. (2021). Dr Jill Wilkinson's discourse analysis of the sources of power and agency for nursing. Nursing Praxis in New Zealand, 37(1). Retrieved June 30, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2021.012
Abstract: Highlights two articles written by Jill Wilkinson in 2008 pertaining to the Ministerial Taskforce on Nursing in 1998, in which she discusses the conflict between autonomy and unionism in nursing and the development of the nurse practitioner (NP) role. Considers the ongoing challenges to establish NP toles in mainstream health services.
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Pearson, J. R. (1996). An exploration of empowerment and the conditions that empower students in a nursing education context (Vol. 13). Ph.D. thesis, , .
Abstract: At Whitireira Community Polytechnic the curriculum philosophy for the Bachelor of Nursing Degree Programme is based on the Treaty of Waitangi, which provides a framework to articulate the concepts of Partnership, Governorship, Advocacy and Empowerment. This paper will describes a research study that aimed to explore the phenomenon of empowerment from the perspective of the student nurse.Using grounded theory methodology, emancipatory and feminist philosophies. Six year Two nursing participants were interviewed and asked to define the term empowerment and give exemplers of moments when they had been empowered in a teaching/learning context. Analysis of data led to the discovery of a theory and development of a theoretical model that described the conditions and consequences that led to empowerment or disempowerment for the student.The theoretical model will be presented and explained, and the conditions that enhanced empowerment will be explored. Recommendations from the research included the need for relevant preparation for students prior to clinical placement, preparation of clinicians through preceptor pregrammes, greater awareness by registered nurses of the communication that is effective in supporting student nurses and support for assisted reflection for students following clinical placements. It was further recommended that the theoretical model be tasted in other contexts
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Tipa, Z., Wilson, D., Neville, S., & Adams, J. (2015). Cultural Responsiveness and the Family Partnership Model. Nursing Praxis in New Zealand, 31(2). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Investigates the bicultural nature of the Family Partnership Model for working with Maori whanau in the context of well-child care services. Reports a mixed-methods study in 2 phases: an online survey of 23 nurses trained in the Family Partnership Model and 23 not trained in the model; observation of nurses' practice and interviews with 10 matched nurse-Maori client pairs. Identifies 3 aspects of the findings: respectful relationships, allowing clients to lead, and lack of skills.
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Roy, D., Gasquoine, S., Caldwell, S., & Nash, D. (2015). Health Professional and Family Perceptions of Post-Stroke Information. Nursing Praxis in New Zealand, 31(2). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Undertakes a mixed-methods descriptive survey to ascertain the information needs of stroke families through identifying current practice and resources, their appropriateness, accessibility, timeliness and the information gaps. Collects qualitative and quantitative data via face-to-face interviews. Identifies barriers to effective provision of information, including language and other communication barriers, time constraints and workload issues for health professionals. Highlights the discrepancy between health professionals' theoretical understanding of information provision and their actual practice.
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Ward, C., Evans, A., Ford, R., & Glass, N. (2015). Health Professionals Perspectives of Care for Seriously Ill Children Living at Home. Nursing Praxis in New Zealand, 31(2). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Reports the findings of health professional's perceptions of beneficial care for seriously ill children and their families. Represents one component of a PhD qualitative evaluation study investigating care provided by a child health trust in NZ. Uses a focus group to identify key aspects of beneficial care and subsequent themes, including: collaboration between health providers, effective communication, expert skills, support for colleagues and after-hours care. availability.
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Duthie, A., Roy, D. E., & Niven, E. (2015). Duty of care following stroke: family experiences in the first six months. Nursing Praxis in New Zealand, 31(3). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Uses hermeneutic phenomenology to examine how stroke affects the survivor’s wider
family. Investigates the experience of becoming and being a family member of someone who has had a stroke, during the first six months from the initial stroke. Interviews three participants from the same extended family at six weeks, three months and six months. Identifies the emerging themes and sub-themes of their care for the survivor.
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Robertson, H., Carryer, J., & Neville, S. (2015). Diffusion of the Primary Health Care Strategy in a small District Health Board in New Zealand. Nursing Praxis in New Zealand, 31(3). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Reports the findings of a study examining aspects of the implementation of the Primary Health Care Strategy on primary health care nursing in a small district health board (DHB) in NZ. Conducts an instrumental case study informed by onstructionism and underpinned by a qualitative interpretive design. Collects data from policy documents and strategic plans and by means of interviews with managers at middle and senior levels at the local DHB and two PHOs.
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Lim, A., Honey, M., North, N., & Shaw, J. (2015). Learning to become a nurse prescriber in New Zealand using a constructivist approach: a narrative case study. Nursing Praxis in New Zealand, 31(3). Retrieved June 30, 2024, from http://www.nursingpraxis.org
Abstract: Aims to understand the experiences of postgraduate nurses learning to become nurse practitioner prescribers when undertaking courses that employed a constructivist pedagogical approach. Uses narrative inquiry to explore the perceptions, views and experiences of 10 prospective nurse prescribers, and thematic analysis to identify two main themes of their experiences.
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