| Records |
| Author |
Whittle, R. |
| Title |
Decisions, decisions: Factors that influence student selection of final year clinical placements |
Type |
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| Year |
2007 |
Publication |
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Abbreviated Journal |
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Volume  |
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Issue |
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Pages |
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| Keywords |
Clinical assessment; Nursing; Education; Students |
| 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. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1103 |
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| Author |
Gallagher, P. |
| Title |
Rethinking the gap: Investigating the theory-practice relationship in nursing |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
Coda |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Education; Nursing models; Nursing philosophy |
| Abstract |
A Grounded Theory approach was taken to explore the concept of the gap between theory and practice, whereby they are seen to be discrete entitites. For this study, the first phase of data collection was a series of computer mediated group discussions, and the second a number of individual interviews. In both sets of interviews participants were asked to describe how they experienced and managed differences they perceived between theory and practice in nursing. The participants referred to different types of theory relevant and central to effective nursing practice. The first was private theory; the second was formal theory and third was situational theory. For the students it was a conflict that produced uncomfortable emotions, distrust of others and personal self doubt. In an effort to reduce this discomfort the students sought an explanation for the differences between theory and practice, some of which challenged their key personal values. However, the most emotionally neutral explanation that also preserved the integrity of their key values was that there was a gap between the theory and the practice of nursing. The theory Negotiating Different Experiences has implications for the education of nurses in that personal knowledge and experiences must be incorporated in a programme of study and the feelings evoked by learning must be acknowledged as a catalyst to enhance learning. Further, the different forms of theory to which students will be exposed must be made explicit and nursing educators who must involve the individual student as an active partner in the mapping of a personalised programme, which includes the creation of individual assessment methods. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1104 |
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| Author |
Roddick, J.A. |
| Title |
When the flag flew at half mast: Nursing and the 1918 influenza epidemic in Dunedin |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
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| Keywords |
History of nursing; Public health |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 1120 |
Serial |
1105 |
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| Author |
Stokes, G. |
| Title |
Who cares? Accountability for public safety in nurse education |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
Online at Research Space @ Auckland University |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Education; Accountability; Patient safety |
| Abstract |
The focus of this study is the management of unsafe nursing students within the tertiary education context. The moral dilemmas experienced by nurse educators, specifically linked to the issue of accountability for public safety, are explored. The theoretical framework for the thesis is informed by the two moral voices of justice and care identified by Gilligan and further developed using the work of Hekman and Lyotard. Case study methodology was used and data were collected from three schools of nursing and their respective educational organisations. Interviews were conducted with nurse educators and education administrators who had managed unsafe nursing students. Interviews were also conducted with representatives from the Nursing Council of New Zealand and the New Zealand Nurses Organisation to gain professional perspectives regarding public safety, nurse education and unsafe students. Transcripts were analysed using the strategies of categorical aggregation and direct interpretation. Issues identified in each of the three case studies were examined using philosophical and theoretical analyses. This thesis explores how students come to be identified as unsafe and the challenges this posed within three educational contexts. The justice and care moral voices of nurse educators and administrators and the ways in which these produced different ways of caring are made visible. Different competing and conflicting discourses of nursing and education are revealed, including the discourse of safety – one of the language games of nursing. The way in which participants positioned themselves and positioned others within these discourses are identified. Overall, education administrators considered accountability for public safety to be a specific professional, nursing responsibility and not a concern of education per se. This thesis provides an account of how nurse educators attempted to make the educational world safe for patients, students, and themselves. Participants experienced different tensions and moral dilemmas in the management of unsafe students, depending upon the moral language games they employed and the dominant discourse of the educational organisation. Nurse educators were expected to use the discourses of education to make their case and manage unsafe students. However, the discourses of nursing and education were found to be incommensurable and so the moral dilemmas experienced by nurse educators were detected as differends. This study bears witness to these differends. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1106 |
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| Author |
Cobham, J. |
| Title |
Why do nurses stay in nursing? A test of social identity, equity sensitivity and expectancy theory |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Recruitment and retention; Identity |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1107 |
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| Author |
Reilly, S. |
| Title |
Barriers to evidence based practice by nurses in the clinical environment |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
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| Keywords |
Evidence-based medicine; Nursing |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 1123 |
Serial |
1108 |
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| Author |
Neehoff, S.M. |
| Title |
The invisible bodies of nursing |
Type |
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| Year |
2005 |
Publication |
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Abbreviated Journal |
University of Otago Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing philosophy |
| Abstract |
In this thesis, the author explores what she terms 'invisible bodies of nursing', which are the physical body of the nurse, the body of practice, and the body of knowledge. She argues that the physical body of the nurse is absent in most nursing literature. Her contention is that the physical body of the nurse is invisible because it is tacit and much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. This analysis is informed by Luce Irigaray's philosophy of the feminine, Michel Foucault's genealogical approach to analysing, and Maurice Merleau-Ponty's phenomenology. The author discusses strategies that nurses could use to make themselves more 'visible' in healthcare structures. |
| Call Number |
NRSNZNO @ research @ 1124 |
Serial |
1109 |
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| Author |
Seton, K.M. |
| Title |
Diversity in action: Overseas nurses' perspectives on transition to nursing practice in New Zealand |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Cross-cultural comparison; Education |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1110 |
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| Author |
Davenport, F.A. |
| Title |
Dying to know: A qualitative study exploring nurses' education in caring for the dying |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
Massey University Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Education; Terminal care |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1111 |
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| Author |
Sargison, P.A. |
| Title |
Essentially a woman's work: A history of general nursing in New Zealand, 1830-1930 |
Type |
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| Year |
2002 |
Publication |
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Abbreviated Journal |
University of Otago Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
History of nursing; Gender |
| Abstract |
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| Call Number |
NRSNZNO @ research @ 1127 |
Serial |
1112 |
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| Author |
Doughty, L. |
| Title |
Evaluation of the 2002 Auckland District Health Board: First year of clinical practice programme |
Type |
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| Year |
2004 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Clinical supervision; Nursing; Education |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1113 |
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| Author |
Williams, J.L. |
| Title |
The Cummins model: An adaption to assist foreign nursing students in New Zealand |
Type |
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| Year |
2003 |
Publication |
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Abbreviated Journal |
University of Auckland Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Education; Students |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1114 |
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| Author |
Beveridge, S. |
| Title |
The development of critical thinking: A roller coaster ride for student and teacher in nursing education |
Type |
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| Year |
2003 |
Publication |
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Abbreviated Journal |
University of Waikato Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Nursing; Education; Critical thinking |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1115 |
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| Author |
Hardcastle, J. |
| Title |
What is the potential of distance education for learning and practice development in critical care nursing in the South Island of New Zealand? |
Type |
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| Year |
2003 |
Publication |
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Abbreviated Journal |
Massey University Library |
| Volume |
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Issue |
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Pages |
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| Keywords |
Intensive care nursing; Nursing; Education |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
1116 |
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| Author |
Bickley, J. |
| Title |
A study of medical, nursing, and institutional not-for-resuscitation (NFR) discourses |
Type |
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| Year |
2002 |
Publication |
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Abbreviated Journal |
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| Volume |
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Issue |
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Pages |
317 pp |
| Keywords |
Clinical decision making; Attitude of health personnel; Hospitals; Terminal care |
| Abstract |
This study investigates the way that medical, nursing and institutional discourses construct knowledge in the specific context of Not-for-resuscitation (NFR)in a New Zealand general hospital where NFR guidelines are available in the wards and from the regional ethics committee. The thesis argues that there are ranges of techniques that staff use to construct NFR knowledge, enacted through various forms of speech and silence, which result in orderly and disorderly experiences for patients nearing death. The study was conducted through a critical analysis of the talk of health professionals and the Chairperson of the Regional Ethics Committee. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1117 |
| Permanent link to this record |
