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Filshie, K.E. |
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Nursing education in New Zealand: 1960-1973. The struggle to attain professional status for the New Zealand nurse |
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1985 |
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University of Canterbury Library |
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NRSNZNO @ research @ 426 |
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426 |
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Author |
Lind, C.A. |
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Step by Step: the history of nursing education in Southland |
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NRSNZNO @ research @ 427 |
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427 |
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Shepherd, M. 1893- |
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Some of my yesterdays: the autobiography of Marion Shepherd, (Maisie) Northern Ireland, 1893-1920; New Zealand from 1921 |
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NRSNZNO @ research @ 428 |
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428 |
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Author |
Smith, V. 1931 |
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Nurse at large |
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NRSNZNO @ research @ 429 |
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429 |
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Smith, V. 1931 |
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For better or nurse |
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NRSNZNO @ research @ 430 |
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430 |
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Smith, V. 1931 |
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Charge of the white brigade |
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NRSNZNO @ research @ 431 |
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431 |
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Salmon, E.B. |
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A profession in transition: issues in nursing in New Zealand over two decades, 1961-1981: a selection from the writings of E. Beatrice Salmon |
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NRSNZNO @ research @ 432 |
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432 |
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Honey, M. |
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Title |
New Zealand practice nurses' use of and attitude toward computers |
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1997 |
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Massey University |
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NRSNZNO @ research @ 433 |
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433 |
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Coup, A. |
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Being safe and taking risks: how nurses manage children's pain |
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1998 |
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Massey University |
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NRSNZNO @ research @ 434 |
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434 |
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Seaton, P. |
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The experiences of registered nurses in polytechnic baccalaureate degree programmes: an interpretive phenomenological study |
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1998 |
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Massey University |
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NRSNZNO @ research @ 435 |
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435 |
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Author |
Eichblatt, A. |
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One woman's experience of living with chronic pain: a phenomenological study |
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1996 |
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Massey University |
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NRSNZNO @ research @ 436 |
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436 |
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Osborne, M. |
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A qualitative meta-analytical account of the phenomen of self-mutilation among non-psychotic clients within the mental health care system |
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1998 |
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Massey University |
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NRSNZNO @ research @ 437 |
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437 |
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Author |
Crowe, M. |
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Title |
Mad talk: attending to the language of distress |
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1999 |
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Nursing Inquiry |
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March |
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This paper will examine how one woman, Madeleine's narrative can be constructed as symptomatic of the diagnosis of schizophrenia and how it can also be read from other perspectives, particularly a post-structural feminist one. The readings are presented as possibilities for understanding the woman's experiences and the implications of this for mental health nursing practice. A post-structural feminist reading acknowledges the gendered experiences of subjectivity and how those experiences are constructed in language.The purpose of this paper is to identify for mental health nursing practice an approach which recognises the figurative and literal characteristics of language in order to provide nursing care which positions the individual's experience of mental distress as central. This requires an acknowledgment of Madeleine's path into mental distress rather than simply a categorisation of what is observed in a clinical setting. Intervention may need to include a range of strategies: medical and non-medical, psychotherapeutic and social, physical and environmental. It may also require the provision of sanctuary and security while these options are explored |
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Call Number |
NRSNZNO @ research @ 438 |
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438 |
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Author |
McEldowney, R.A. |
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Title |
A new lamp is shining: life histories of five feminist nurse educators |
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1992 |
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NRSNZNO @ research @ 439 |
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439 |
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Author |
Walker, J. |
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Title |
Problem based learning: an action research study on the effectiveness of classroom activities |
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Problem based learning (PBL) has been used in a Bachelor of Nursing course since 1996 and several modifications to this delivery have been made. These changes were in response to concerns from students and tutors that students knowledge level was not appropriate and they were unable to apply this knowledge to their practice. The pure PBL process has been adapted to gradually move from tutor direction to self-direction. This has enabled students to develop critical thinking, problem solving, information retrieval and evaluation skills and group work skills over an 18-week period.However, no rigorous evaluation of these changes had been undertaken and so the purpose of this study was to evaluate how the current format of PBL was meeting students learning needs. An action research method was chosen as most relevant to the context and the questions posed, namely: How useful are the classroom activities in developing students understanding and integration of knowledge? How well do the students perceive they are learning compared to traditional teacher-centred methods?Two cycles of the action research method (Cardno and Piggot-Irvine, 1994) were used, involving four tutors and 17 students. Data was collected both quantitatively and qualitatively. Findings indicated the importance of: explaining the purpose and process of PBL; communicating in detail the role of both students and tutors; keeping communication open between students and tutors; addressing timetabling issues and valuing this method of learning for nursing practice. Implications for nursing education are addressed |
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Call Number |
NRSNZNO @ research @ 445 |
Serial |
445 |
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