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| Author | Kirkman, A.; Dixon, D.A. | ||||
| Title | Nurses at university: Negotiating academic, work and personal pathways | Type | Book Chapter | ||
| Year | 2003 | Publication | Davey,J., Neale, J., Morris Mathews, K. , Living and learning: Experiences of university after age 40 (pp. 93-108) | Abbreviated Journal | |
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Issue | Pages | |||
| Keywords | Nursing; Education; Careers in nursing | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1160 | ||
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| Author | Anderson, P.R. | ||||
| Title | Determining competency for entry to nursing practice: A grounded theory study | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
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Issue | Pages | |||
| Keywords | Professional competence; Clinical supervision; Nursing; Education | ||||
| Abstract | Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented, the author suggests could further enhance the validity and reliability of assessment outcomes. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1182 | ||
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| Author | Pearson, J.R. | ||||
| Title | Health promotion in one New Zealand primary school: A case study | Type | |||
| Year | 2002 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
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Issue | Pages | |||
| Keywords | Health promotion; Evaluation; Students; Maori; Pacific peoples; Health education | ||||
| Abstract | The objectives of this study were to explore the concept of the 'health-promoting school' in a specific New Zealand context; to develop and use appropriate research methods to assess a single low decile school in relation to World Health Organization health-promoting school components and checkpoints; to work with the school community to identify health issues; and, to record external and internal changes that could impact on school health over a finite time period. Case study was selected as the most appropriate method to collect both quantitative and qualitative evidence with the aim of providing a clear understanding of the particular case. Results confirmed that the school was working appropriately within the scope of their educational practice to provide a health-promoting school environment for the school community. Gaps and issues identified included an element of talking past each other between the cultures of the education organisation and the nominated health service provider respectively that contributed to a lack of appropriate and accessible health service delivery for the school population. Teaching staff considered that they had insufficient access to health knowledge, and input from health service staff did not meet health education requirements for the school. Staff preference for increased school nurse involvement was not realised. The consequence was that two outside agencies (KiwiCan and Life Education Trust) delivered the bulk of the Health and Physical Education curriculum which resulted in a degree of fragmentation of health education for students. The issues that were identified demonstrated that health services in the area were not satisfactorily meeting the needs of the community and were not addressing the health inequities for the predominantly Pacific Island and Maori students and of their families that formed the school community. The researcher concluded that a full-service school approach should be considered by the school and the local district health board as one way to overcome the current lack of access to health services for the school community. Assertions included the potential integration of locally available services by a school-based nurse coordinator supported by health professionals (nurse practitioner and Pacific Island Community Health Worker) and social workers. The vision included professionals working within their professional scopes of practice as part of a Primary Health Organisation with the aim of appropriately addressing the health inequities experienced by the school population. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1184 | ||
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| Author | McLoughlin, N. | ||||
| Title | Dying to know: Advancing palliative care nursing competence with education in elderly health settings | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
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Issue | Pages | |||
| Keywords | Professional development; Nursing specialties; Palliative care; Nursing; Education | ||||
| Abstract | This paper explores the benefits of using education as one means to advance palliative care competence for nurses. A literature search was conducted revealing numerous educational initiatives and approaches have been developed to improve palliative care. Benefits include improved nursing knowledge, confidence and competence which directly correlate with improved patient outcomes. Accompanying the shift of palliative care from hospices to varied health care providers globally, are disparities in care provision. The literature suggests that reasons for such disparities include insufficient specialised palliative care knowledge and skills of nurses to effectively deliver this care within generalist health settings and lack of information for caregivers. In response, approaches aimed at improving palliative care include reviewing, redefining and implementing nursing roles, education courses, and theoretical frameworks to inform practice and improve outcomes. This paper focuses on the benefits of offering tailored palliative care education in work settings to improve patient care. One entrepreneurial education initiative aimed at advancing palliative nursing and which is currently being implemented in aged care contexts is shared. Careful strategic planning and working more collaboratively between all stakeholders, is strongly recommended in order to manage current and future challenges. Advancing palliative nursing care using appropriate education is achievable and beneficial but is fraught with complexities. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1190 | ||
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| Author | McLauchlan, M.F. | ||||
| Title | Mobile computing in a New Zealand Bachelor of nursing programme | Type | Book Chapter | ||
| Year | 2006 | Publication | Consumer-Centered Computer-Supported Care for Healthy People. Studies in health technology and informatics, 122 (pp. 605-608) | Abbreviated Journal | |
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Issue | Pages | |||
| Keywords | Technology; Curriculum; Nursing; Education; Professional competence | ||||
| Abstract | Mobile computing is rapidly becoming a reality in New Zealand health care settings. Personal Digital Assistants (PDAs) are the most frequently used of these mobile technologies, giving nurses access to clinical learning resources, including drug references, medical encyclopaedias and diagnostic information. The implementation of mobile computing at Waikato Institute of Technology (Wintec) will ensure graduates of our Bachelor of Nursing Programme are able to meet health care service demands for knowledge in contemporary information technologies as well as the information technology requirements defined by the Nursing Council of New Zealand and the Health Practitioners Competency Assurance Act 2003 for registration as a nurse in New Zealand. This paper presents strategies for the implementation of mobile computing as a core element of the curriculum for the Bachelor of Nursing Programme at Wintec in Hamilton. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1192 | ||
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| Author | Raleigh, S. | ||||
| Title | The meaning and importance of service for health professionals | Type | |||
| Year | 2007 | Publication | Abbreviated Journal | ScholarlyCommons@AUT | |
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Issue | Pages | |||
| Keywords | Qualiltative research; Nursing; Education | ||||
| Abstract | The primary purpose of this study was to explore and identify the meaning and importance of service for health professionals. Those who participated in this study are all registered nurses who each have between 10 and 40 years of clinical nursing and nurse lecturing experience. The participants each wrote two stories, one about the meaning of service and the other about the importance of service. Definitions of service generally suggest organised labour involving an act of help or assistance. Our intent was to understand what constituted service for each of us in the healthcare – and specifically the nursing practice/education – context. A secondary purpose of this qualitative research was guided by participatory and critical theory paradigms. Seven participants and the initiating researcher formed a co-operative inquiry group to undertake the research using a collaborative process. Within this method the leader and the group became co-participants and co-researchers. Nurses and women are identified as marginalised people and by honouring the principles of co-operative inquiry we were empowered through this process. While the initial data was analysed thematically by the lead researcher, the original 19 sub-themes were refined by participants into five themes. The findings of the participants are consistent with overseas studies on emotional labour and sentimental work. The five themes that emerged as the meaning of service are helping, giving, elements of service, acts of doing, and pride in work. This study affirmed that service has much importance to those involved and deepened our understanding of the blend of meanings service expresses. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1204 | ||
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| Author | Gare, L. | ||||
| Title | Patient experience of joint replacement education: A joint venture | Type | |||
| Year | 2006 | Publication | Abbreviated Journal | ResearchArchive@Victoria | |
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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 | |||
| Year | 2002 | Publication | Abbreviated Journal | Massey University Library | |
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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 | |||
| Year | 2001 | Publication | Abbreviated Journal | Massey University, Albany, Library | |
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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 | |||
| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
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Issue | Pages | |||
| Keywords | Students; Nursing; Education | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1269 | ||
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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 | |||
| Year | 1999 | Publication | Abbreviated Journal | Victoria University of Wellington Library | |
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Issue | Pages | |||
| Keywords | History of nursing; Nursing; Education | ||||
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| Call Number | NRSNZNO @ research @ | Serial | 1271 | ||
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| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | NZNO Library | |
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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 | MacDonald, R. | ||||
| Title | Mammography screening for breast cancer: Does it reduce the mortality rate? | Type | Journal Article | ||
| Year | 2005 | Publication | Vision: A Journal of Nursing | Abbreviated Journal | Available online from Eastern Institute of Technology |
| Volume |
Issue | Pages | 8-12 | ||
| Keywords | Breast cancer; Screening; Risk management; Health education; Cancer | ||||
| Abstract | This paper critically examines the literature on mammography as a breast cancer screening modality. It looks at what the New Zealand consumer is being told about the scientific uncertainties about the effectiveness of mammography and the substantial risks involved with it. This literature review raises concerns about the lack of information available for healthy women to make a fully informed decision about mammography screening. | ||||
| Call Number | NRSNZNO @ research @ | Serial | 1304 | ||
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| Author | Brinkman, A. | ||||
| Title | Collating for collaboration: Tertiary education funding structures | Type | Report | ||
| Year | 2008 | Publication | Abbreviated Journal | Available from http://www.nzno.org.nz | |
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Issue | Pages | |||
| Keywords | Nursing; Education; Policy | ||||
| Abstract | The nursing education environment is complex and varied, and is affected by both the education and health systems. This report backgrounds the funding systems that underwrite the Tertiary Education Commission (TEC) processes. The two primary objectives that have guided this collation are: to stimulate awareness and discussion of the issues around funding nursing education in New Zealand; and to promote understanding of the complex funding structures currently in place in New Zealand by students, nurses, nurse educators and nurse managers. | ||||
| Call Number | NZNO @ research @ | Serial | 1330 | ||
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| Author | Richardson, F | ||||
| Title | Editorial: Cultural Safety 20 Years On Time to Celebrate or Commiserate? | Type | Journal Article | ||
| Year | 2012 | Publication | Whitireia Nursing Journal | Abbreviated Journal | Available through NZNO library |
| Volume |
Issue | 19 | Pages | 5-8 | |
| Keywords | Cultural Safety -- Education; Curriculum; Education- Nursing | ||||
| Abstract | There needs to be more practice-focused research about how cultural safety is experienced by the recipient of care and how it is applied in nursing and healthcare delivery. [...]sociology, science, and knowledge developed from within northern hemisphere societies. Because the ground is different for knowledge arising from the New Zealand experience, theorising cultural safety must be different too. | ||||
| Call Number | NZNO @ research @ | Serial | 1379 | ||
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