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Whittle, R. (2007). Decisions, decisions: Factors that influence student selection of final year clinical placements. Ph.D. thesis, , .
Abstract: Clinical practice is an essential and integral component of nursing education. The decision-making process involved in student selection of clinical placements is influenced by a range of factors which are internal or external to students. As there was little research that explored these factors and the influence they have on student decisions, the author sought to investigate this further. A mixed-method approach was used, using a questionnaire and focus group interview, to give breadth and depth to the research. This study found that students are particularly influenced by previous positive experiences, or an interest in a particular area of practice. Their personality will also influence their placement decisions. Nurse preceptors and clinical lecturers also provide a key support role to students in the clinical environment.
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Wilkinson, J. A. (2007). The New Zealand nurse practitioner polemic: A discourse analysis. Ph.D. thesis, , .
Abstract: The purpose of this research has been to trace the development of the nurse practitioner role in New Zealand. Using a discourse analytical approach informed by the work of Michel Foucault, the study foregrounds the discourses that have constructed the nurse practitioner role within the New Zealand social and political context. The author suggests that discourses of nursing and of medicine have established systems of disciplinary practices that produce nurses and physicians within defined role boundaries, not because of legislation, but because discourse has constructed certain rules. The nurse practitioner role transcends those boundaries and offers the possibility of a new and potentially more liberating identity for nurses and nursing. A plural approach of both textuality and discursivity was used to guide the analysis of texts chosen from published literature and from nine interviews conducted with individuals who have been influential in the unfolding of the nurse practitioner role. Both professionally and industrially and in academic and regulatory terms dating back to the Nurses Registration Act, 1901, the political discourses and disciplinary practices serving to position nurses in the health care sector and to represent nursing are examined. The play of these forces has created an interstice from which the nurse practitioner role in New Zealand could emerge. In combination with a new state regime of primary health care, the notion of an autonomous nursing profession in both practice and regulation has challenged medicine's traditional right to surveillance of nursing practice. Through a kind of regulated freedom, the availability of assessment, diagnostic and prescribing practices within a nursing discourse signals a radical shift in how nursing can be represented. The author concludes that the nurse practitioner polemic has revolutionised the nursing subject, and may in turn lead to a qualitatively different health service.
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Therkleson, T. (2010). Ginger compress therapy for adults with osteoarthritis. Journal of Advanced Nursing, 66(10), 2225?2233.
Abstract: Abstract
Aim. This paper is a report of a study to explicate the phenomenon of ginger
compresses for people with osteoarthritis.
Background. Osteoarthritis is claimed to be the leading cause of musculoskeletal
pain and disability in Western society. Management ideally combines non-pharmacological
strategies, including complementary therapies and pain-relieving
medication. Ginger has been applied externally for over a thousand years in China
to manage arthritis symptoms.
Method. Husserlian phenomenological methodology was used and the data were
collected in 2007. Ten purposively selected adults who had suffered osteoarthritis
for at least a year kept daily diaries and made drawings, and follow-up interviews
and telephone conversations were conducted.
Findings. Seven themes were identified in the data: (1) Meditative-like stillness
and relaxation of thoughts; (2) Constant penetrating warmth throughout the
body; (3) Positive change in outlook; (4) Increased energy and interest in the
world; (5) Deeply relaxed state that progressed to a gradual shift in pain and
increased interest in others; (6) Increased suppleness within the body and (7)
More comfortable, flexible joint mobility. The essential experience of ginger
compresses exposed the unique qualities of heat, stimulation, anti-inflammation
and analgesia.
Conclusion. Nurses could consider this therapy as part of a holistic treatment for
people with osteoarthritis symptoms. Controlled research is needed with larger
numbers of older people to explore further the effects of the ginger compress
therapy.
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Fielding, S. (2006). Learning to do, learning to be: The transition to competence in critical care nursing. Ph.D. thesis, , .
Abstract: Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner.
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Cleaver, H. (2005). Reflections on knowing, not knowing and being in palliative care nursing. Ph.D. thesis, , .
Abstract: The author notes that responses to questions from dying people and their families are as individual as each nurse, patient, family member, or situation. This is well recognised and an unspoken truth in palliative care practice. This paper explores the subjective nature of knowledge in palliative care generated through capturing moments of practice and subsequent reflections. This demonstrates how the author uses her model of care to open a space that enables the person and their family to find meaning from their experience and articulate what they need at the time. The author identifies her interest in the paradoxical reality of knowing and not knowing and describes how that paradox contributes to her role in supporting individuals' needs within their realities.
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Taiaroa, H. (2007). Weaving the contemporary position of maatauranga Maaori within nursing practice. Ph.D. thesis, , .
Abstract: This thesis explores the customary kaupapa of Matauranga Maori or Maori knowledge, which the author identifies as the appropriate technique to determine how health care should be maintained by and for Maori. The research highlights the need to meld these kaupapa with that of a contemporary Maori viewpoint, to focus more on a deeper enhancement of these kaupapa, and develop an understanding of the social, cultural, educational, political and economic contexts these concepts have on Maori as a people. This research identified six Maori registered women nurses, who shared their experiences regarding Matauranga Maori and its importance to their nursing practice. Over a period of one year, in-depth conversations unfolded and produced data on what Matauranga Maori involves and how the six participants in the study believe it influences their nursing practices. All were currently practicing nurses within various health settings such as psychiatric and comprehensive nursing. From the inception of this study, the focus was to introduce Matauranga Maori as the epistemological framework of choice. The author notes that the findings of this research indicate that a collection of key kaupapa, namely whakapapa, whanaungatanga, te reo Maori, wairuatanga, tuurangawaewae, manaakitanga and rangatiratanga are crucial to the health and wellbeing of Maori as a people. These kaupapa enable Maori to determine and strengthen their worldview, which in turn reflects the concept of being Maori thereby contributing to the health and status of their whanau, hapu and iwi. She goes on to say that the findings support the view that there is a substantial collection of kaupapa, which are inherent in Matauranga Maori as being able to provide a framework for theoretical research. These kaupapa will provide a framework for nursing practice and educational curricula that will develop and maintain nursing standards to meet the needs of Maori.
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Skally, M. H. (2007). An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses. Ph.D. thesis, , .
Abstract: Little is known about the preparation of New Zealand nurse educators teaching clinically focused postgraduate programmes. This research gives an insight into their world and the preparation they had in order to fulfil their roles. A review of the literature on nurse educator preparation revealed a dichotomy of preparation nationally and internationally. This study was carried out to inform the New Zealand nursing profession on the preparedness of its educators teaching clinical nursing postgraduate programmes. It was the author's assumption that nurse educator preparation lacked strategic direction and was not nationally uniform. The research expected to answer how and to what extent New Zealand nurse educators teaching clinical nursing postgraduate courses at NQF Level 8 are prepared and supported for their teaching role. This research used an exploratory descriptive survey methodology and was underpinned by a conceptual framework. The conceptual framework, referred to as the critical elements of nurse educator preparation (CENEP), contained four key concepts, support, educational preparation, personal attitudes and experience. These concepts informed the design and construct of a questionnaire to determine the level of preparation of New Zealand nurse educators teaching clinical postgraduate programmes. A total of 89 postal questionnaires were administered resulting in a response rate of 46% (N=41), however, four questionnaires were excluded leaving a sample size of 37. Results of this research reveal a culture where nurse educator preparation lacks uniformity and consistency. Individually, New Zealand nurse educators were found to be highly qualified for their positions and motivated and enthusiastic about their roles. However, 40% of respondents did not hold a teaching qualification. Results from this research revealed a pattern of clinical training for postgraduate nurses that was immersed in the world of the academic institution. This research study is limited and cannot be generalised to the entire population of nurse educators teaching clinical postgraduate programmes. However, some valuable insights have been gained into a previously unexplored area, and recommendations have been made for the future direction of preparation for nurse educators teaching clinical postgraduate programmes in New Zealand.
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Andrews, C. M. (2001). Developing a nursing speciality: Plunket Nursing 1905 – 1920. Ph.D. thesis, , .
Abstract: This paper focuses on the history of Plunket nursing and Truby King's ideology and other dominant ideologies, during the years 1905 – 1920. To provide a context, the paper explores the development of a new nursing speciality – Plunket nursing, that became part of the backbone of a fledgling health system and the New Zealand nursing profession. Correspondingly, Truby King presented the country with a vision for improving infant welfare underpinned by his eugenics view of the world and his experimentation with infant feeding. The author argues that nurses were drawn to the work of the newly created Plunket Society and that the Society had lasting influence on the development of nursing in New Zealand.
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Southgate, D. (2002). Advocating practice: The role of the community oncology nurse. Ph.D. thesis, , .
Abstract: The primary aim of this research was to advocate for, and make known, the role of the community oncology nurse, and to bring alive the hidden issues of nursing people in the community who have active cancer treatment. This study is also about the author's journey from novice to expert in developing the role as a community oncology nurse. The research also aimed to identify and understand practice that community oncology nurses do and often take for granted. To capture the essence of this study the method of reflective topical autobiography was utilised, which gave the opportunity to gather advanced nursing inquiry, and generate new nursing knowledge. To obtain insight into the highs and lows in everyday interaction with patients, reflective practice stories are presented. The thesis generated by this research is that care required by cancer patients at home goes beyond the scope of traditional community health. It requires nurses to be competent in technological skills as well as bringing in-depth expertise to the practical and human needs of people experiencing cancer. The role involves holistic, family-centered care; anticipating patient and family needs; educating; managing symptoms; advocating; confronting ethical issues; coordinating complex care; and monitoring progress.
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Paton, B., Martin, S., McClunie-Trust, P., & Weir, N. (2004). Doing phenomenological research collaboratively. Wintec Research Archive, 35(4), 176–181.
Abstract: The purpose of this article is twofold. The first is to clarify some of the challenges experienced while conducting collaborative research and describe the steps taken to ensure consistency between the purpose of the research and the phenomenological research design used to explore the learning that nursing students acquire in their final clinical practicum. Second, it was thought that by illuminating this learning, registered nurses working as preceptors and those supporting new graduates could gain insight into the complexities of learning the skills of safe and competent practice from the student's perspective. This insight is essential in creating a strategy between education and practice to minimise the duplication of learning opportunities and lessen the cost of supporting newly registered nurses, which may be at the expense of investment in the professional development of experienced registered nurses.
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Tustin-Payne, W. (2008). Self esteem, competence assessment and nurses ability to write reflectively: Is there any connection? Ph.D. thesis, , .
Abstract: The Health Practitioners Competence Assurance Act 2003 requires nurses to have evidence to support they are competent to practice. Many nurses have become distraught and / or angry at this prospect, and the researcher suggests that this response appears to be more commonly related to the expectation of undertaking reflective writing, which is a key component of the competence evidence. This study explores the predisposing factors relating to nursing, reflective writing and competence to determine how this may impact on a nurse's self esteem. Utilisation of Critical Social Theory informed by feminist framework allows for exploration of the historical, social, political and cultural factors that shape and form female nurses reality in practice. It is a theory that relates to oppression and power, with the primary intent being to raise consciousness in order to emancipate. Although no definitive findings were made, there are multiple factors relating to nurse's history, socialisation, political imperatives and cultural beliefs that have the potential to impact on their self esteem. Competence, competence assessment and reflective practice are complex, therefore presenting multiple challenges. In order for nurses to understand their contextual reality and opportunities for change there is a need for them to engage in critical reflection.
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Carter, L. J. (2010). Am I doing the right thing?: Plunket Nurses' experience in making decisions to report suspected child abuse and neglect. Master's thesis, Waikato Institute of Technology, Hamilton. Retrieved July 6, 2024, from http://researcharchive.wintec.ac.nz/961/
Abstract: Studies the experiences of Plunket Nurses reporting suspected child abuse and/or neglect in uncertain situations, using hermeneutic phenomenology. Selects a purposeful sample to ensure participants could provide rich data through semi-structured, face-to-face and recorded telephone interviews. Guides data analysis using the framework developed by van Manen to formulate meaning from participant experiences.
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Harding, T. S. (2005). Constructing the “other”: On being a man and a nurse. Ph.D. thesis, , .
Abstract: This study explores the experiences of men who are nurses in Aotearoa New Zealand. Utilising discourse analysis a social constructionist reading of men, masculinity and nursing is provided to offer an alternative reading to much of the extant literature with respect to men in nursing. The study draws upon a number of different sources of “text”, including over 600 written works, two films and interviews with eighteen men who currently are, have been or are intending to be, nurses. Drawing primarily upon the “literary” textual sources a number of themes were identified for further exploration in interview with the co-researchers. These themes were the construction of masculinity, the construction of images of the nurse, the reaction to men who are nurses, sexuality issues, career development, and men and caring. The findings of this thesis reveal that the literature pertaining to men in nursing is replete with paradox and contradiction and fails to adequately account for the male experience. It is argued that the images and arguments provided in the literature with respect to men in nursing are based on out-of-date models and understandings of gender relations, masculinity and nursing. It is suggested that rather than enjoying patriarchal privilege, men who enter nursing must contend with being constructed as both an inferior man and inferior nurse. Their careers are not, as is alleged in the literature, based on developing “islands of masculinity” and male privilege, nor upon the avoidance of the emotional labour of nursing but reflect a belief that career is one way of doing care. It is argued in this work that men in nursing have fewer “taken-as-givens” upon which to base work and that they work to develop trusting relationships with their patients that are based on communication and empathy within a context defined by the patients' circumstances.
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Honey, M. (2007). Teaching and learning with technology as enabler: A case study on flexible learning for postgraduate nurses. Ph.D. thesis, , .
Abstract: The aim of this study was to explore the practice of flexible learning for postgraduate nurses. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. Flexible learning can be understood as a continuum, from fully on-line or web-based courses, to those that are on-campus and supported by technology. Internationally, the rise of flexible learning has been influenced by increased demand for higher education and competition among providers within the context of reduced education funding. The study population, New Zealand postgraduate nurses, are accessing higher education in increasing numbers to advance their practice and to position themselves for new roles and opportunities. These are often experienced nurses yet inexperienced in higher university education, who combine study, work and other commitments. The study employed a qualitative case study design because it enabled multiple perspectives to be gained. Data included documentation, participant observation, survey, students' assessed work and interviews with key stakeholders: student, teacher and the organisation. Thematic analysis was conducted on reviewed documentation, participant observation and interviews. The study identifies the elements that contribute to flexible learning and the interconnectedness between the elements within the dynamic context of a university to illustrate that effective flexible learning can be provided by using a student centred approach to ensure the learning needs of postgraduate nurses are met. The author concludes that flexible learning improved access, choice, and provided an emphasis on the student as central to learning. In response to these findings the weighting of recommendations are toward the organisation as, the author suggests, it is at this level where greater change can be made to improve support for flexible learning provision.
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Kidd, J. D. (2008). Aroha mai: Nurses, nursing and mental illness. Ph.D. thesis, , .
Abstract: This research takes an autoethnographical approach to exploring the connections between being a nurse, doing nursing work, and experiencing a mental illness. Data is comprised of autoethnographical stories from 18 nurses. Drawing on Lyotard's (1988) postmodern philosophy of 'regimes of phrases' and 'genres of discourse,' the nurses' stories yielded three motifs: Nursing, Tangata Whaiora (people seeking wellness) and Bullying. Interpretation of the motifs was undertaken by identifying and exploring connected or dissenting aspects within and between the motifs.
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