Raleigh, S. (2007). The meaning and importance of service for health professionals. Ph.D. thesis, , .
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.
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Gare, L. (2006). Patient experience of joint replacement education: A joint venture. Ph.D. thesis, , .
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.
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Hylton, J. A. (2002). Enrolled nurse transition to degree level study based at a rural satellite campus. Ph.D. thesis, , .
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Rummel, L. (2001). Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings. Ph.D. thesis, , .
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.
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Burtenshaw, M. K. (1999). Characteristics and expectations of beginning Bachelor of Nursing students. Ph.D. thesis, , .
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Delugar, A. (1999). An historical inquiry to identify the contribution Beatrice Salmon's writings made to nursing education in New Zealand, 1969-1972.
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Bennison, C. (2008). Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand. Master's thesis, , .
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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MacDonald, R. (2005). Mammography screening for breast cancer: Does it reduce the mortality rate? Available online from Eastern Institute of Technology, , 8–12.
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.
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Brinkman, A. (2008). Collating for collaboration: Tertiary education funding structures. Wellington: New Zealand Nurses Organisation.
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.
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Richardson, F. (2012). Editorial: Cultural Safety 20 Years On Time to Celebrate or Commiserate? Available through NZNO library, (19), 5–8.
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.
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Byrson, K. (2012). Perception of Cultural Safety and Attitudes: A Nursing Student's Reflection and Artwork. Available through NZNO library, (19), 51–58.
Abstract: A nurse's journey in cultural safety and how this is reflected in her nursing practice and described through her artwork.
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Renor, C. (2012). Blogging about 'It'. Available through NZNO library, (19), 59–62.
Abstract: As nurses and students we all have our own 'its', which get out of perspective and cause us anxiety. By sharing this blog with you, I hope I help you with your 'it'. When all else fails try blogging about your 'it', and use reflection as a tool to grow yourself, instigate change and promote yourself as the evidence-based, caring nurse that you are.
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Washbourne, G. A. (2017). Registered Nurses' Experiences of How in Situ Simulation Contributes to Ongoing Clinical Skill Development: A Qualitative Descriptive Study. Master's thesis, University of Canterbury, .
Abstract: Recruits Emergency Department (ED) nurses to participate in three semi-structured interviews. Conducts thematic analysis of interview transcripts to identify the effects on clinical skills, and what facilitated participants' learning.
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Miller, J. S. (2013). Workplace learning: exploring the context and culture in New Zealand. Master's thesis, University of Otago, .
Abstract: Explores the rationale underpinning the development of education programmes within urban district hospitals throughout the country, and ascertains how these workplaces develop education programmes, given that the majority of nurses in New Zealand have identified that they prefer to participate in workplace-based professional development. Cites a clear requirement to foster learning during a nurse's development post-registration, while considering how prepared nurse educators were to fulfil their roles as lifelong learning facilitators and mentors. Utilises the perspective of nurse educators employed in District Health Boards (DHBs) geographically isolated from universities providing post-registration learning.
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Garrett, C. A. (2013). Simulation learning for critical care nurses : an integrative review. Master's thesis, University of Otago, .
Abstract: Investigate the current literature on simulation learning as a learning tool for critical care nursing education. Identifies how the evidence demonstrates simulation is an effective learning tool for nurses who are involved in critical care, using the Joanna Briggs Institute quality appraisal tools. Endeavours to explore the experiences of both nurses and educators utilising simulation learning to prepare for critical care nursing.
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