Abstract: Research paper presented as part of the requirements for Nursing Studies component of a B.A. Degree Wellington Victoria University, Wellington

Abstract: An exploration of the nature of nursing knowledge in practice. The praxis methodology was inspired by the Newman's theory of health as expanding consciousness and evolved through the process of the research. The methodology was eventually presented as both the process of research and practice. Five families were visited in their homes five times to talk about what was going on for them. All were experiencing a time of great upheaval in family life. After three visits a summary text was constructed merging researcher statements and parent quotes and given to the families. Through the subsequent reflective discussion significant insights into family pattern were shown in statements of intended action to change how health matters were managed with greater facility in family living. The process was presented as five themes with descriptors representing a non-linear, discontinuous progression: A moment of partnership: parameters of entry and closure, a timing of upheaval in family life, and an in-forming capacity through the bringing together of family story-telling and researcher's theory. An evolving dialogue: a progressive flow of enfolding and unfolding, and its embeddedness in contexts of socio-economic status, gender and health care culture. Recognising pattern: incidental revelations and an all-encompassing insight as the potential for action. Expanding horizon: moving from being on a treadmill trapped in the present without vision to having a view to a future, the presence of past and future. Increasing connectedness: a sense of inclusion, inter-dependence and generally, transformation in family life. This was a framework for personal practice

Abstract: Tertiary education aims to develop specialist knowledge and the graduates' ability toapply the knowledge and skills to function effectively in their chosen career or work.Employers have criticised tertiary education when graduates cannot workco-operatively or independently in the work setting and teachers look for alternativesto lecturing to help develop these abilities. Cooperative learning (CL) is one suchmethod and this paper reports on a literature review and pilot study which exploredthe use of CL in a tertiary setting. The study was guided by three questions: 1) Whatarea the teacher's conceptions of effective learning and teaching? 2) How are theyusing CL and what is their role? 3) How are they assessing CL classes?Data was collected through in-depth interviews, using semi-structured questions,with three female and one male teacher from different disciplines in an urbanpolytechnic. Responses to each question were analysed thematically for recurringcodes and these were grouped into categories. Effective teaching was seen aswhere teachers facilitated the learning process by selecting appropriate teachingmethods, fostering classroom climate and monitoring learning. Effective learning waswhere students were actively engaged in the learning process and demonstratedtheir understanding and application of knowledge and skills. CL was used in avariety of ways and their role was to use strategies to foster the learning processand monitor learning. Assessment involved both individual and group presentations.Issues related to cooperative learning are discussed and recommendations forteaching made

Abstract: The paper reviews, as a case history, the progress (to 1980) of the development of a Nursing Manpower Plan for Wellington Hospital Board.The main features of protocol are delineated.The prime requirement for the development of a manpower plan are perceived of as having available, reliable, quantifiable and comparable data.Discussion indicates the methods of collection, analysis and use (actual and potential) of quantifiable data.The use of quantifiable data indicated the potential, for the use of “nursing hours per patient per day”

Abstract: Questionnaires were completed in the work place. The participants had all experienced a chronic illness. The results revealed that the manager has the responsibility to deal openly with the staff member who is ill, and for some managers this is difficult to do

Abstract: A case study which examines the implementation of RPL, in an undergraduate nursing programme. Themes developed about the areas of a shift in ownership and control of nursing education to learner. The need to develop assessment processes that are more consistant with a non technical view was identified. Curricula need to be examined to allow RPL to be included

Abstract: Objective; The objective of this study is to determine if attending a nursing education session on menopause has an impact on women's management of their menopausal symptoms and consequently their quality of life for women aged 40 to 60 years. The hypothesis is that women attending education sessions will start or increase health promotion activities which will reduce menopausal symptoms and thus improve their quality of life.Design and method; Two questionaires were given to the women on the day of the education sessions and another questionnaire was sent to the participant three months later. The sample of 30 completed questionnaires includes feedback from Pacific Island women. A combination of quantitative and qualitative methods were used. The measure of quality of life has been based on the level of impact of menopausal on each women's life before the education session and three months later.Results; Initial analysis indicates that diet, exercise and time out were most commonly reported health activities utilized for relief of symptoms with HRT and herbal remedies used less often. Three months after the education session there was a significant reduction in the impact of symptoms in most categories with 140 incidences of total disappearance of symptoms, 24 incidences of reduction of symptoms, 17 incidences of symptoms increasing while 36 symptoms remained unchanged. Only one woman reported that she continued to have no control over her symptoms while the rest of the sample indicated that they had some or total control. The most common changes in health promotion activities were reduction in caffeine, exercise, relaxation and lubrication with sex. Herbal, homeopathy, dietary and hormone treatment rated low in health activities after the three months.Conclusion; Initial analysis indicates that menopausal symptoms has significantly improved for the majority of women who attended the nursing education session

Abstract: This research project was undertaken with the aim of making teaching and learning processes in the first year of the programme explicit to ensure successful strategies could be replicated and limitations addressed. Action research methodology was utilized to explore which tutors and students the philosophy of teaching, the student/tutor relationship, preferred learning styles and teaching methods, and influences on student learning. Findings elucidated that the philosophy and teaching methods used in the programme were congruent with the goals of the Polytechnic,, the curriculum aims, and current nursing ideologies. Students preferred small group, interactive teaching, did not always rate their ability accurately, and tended to downgrade their ability and did progressively less preparatory work for classes as the year progressed. Factors that impacted on the learning of this mainly mature group were external to the programme and included paid employment, family responsibilities, unexpected life events, lack of time and/or space to study, and financial problems. The research was used to determine the structure of the first year of the 1994 Bachelor of Nursing programme which articulated more clearly the process and pathway for students to become self directed learners. The research process was challenging and provided many useful insights for tutors and students