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Minton, C. M. (2017). A multicase study of a prolonged critical illness in the Intensive Care Unit : patient, family and nurses' trajectories. Ph.D. thesis, Massey University, Palmerson North. Retrieved June 24, 2024, from http://hdl.handle.net/10179/12978
Abstract: Examines the experiences of the patient, their family and healthcare professionals during the trajectory of a prolonged critical illness in an Intensive Care Unit (ICU). Conducts a qualitative, instrumental, multi-case study informed by the Chronic Illness Trajectory Framework. Analyses data from six linked cases (patient, family and clinicians) in four ICUs over a two-year period. Argues that identifying the sub-phases of a prolonged critical illness trajectory allows targeted interventions for each sub-phase.
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Vuorinen, M. (2017). Registered nurses' experiences with, and feelings and attitudes towards, interRAI-LTCF in New Zealand in 2017. Master's thesis, Massey University, Albany. Retrieved June 24, 2024, from http://hdl.handle.net/10179/13380
Abstract: Conducts 12 interviews with Registered Nurses (RN) 18 months after the International Resident Assessment Instrument for Long-Term Care Facilities (interRAI-LTCF) became mandatory in NZ. Bases the interviews on a United Theory of Acceptance and Use of Technology (UTAUT) model. Analyses the benefits and drawbacks of InterRAI-LTCF according to RN experience, and what they feel would improve the system.
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Shallard, G. A. (2019). What are the perceptions of nurses working in child health regarding their role in child protection? Master's thesis, Massey University, Albany. Retrieved June 24, 2024, from https://hdl.handle.net/10179/15422
Abstract: Explores the current perceptions of nurses working in child health with regard to their potential role in child protection. Conducts a mixed-method study using sequential explanatory design involving 134 survey results and six complementary interviews. Aims to provide insight into current nursing practices of those working in child health settings, and identifies barriers to nurses engaging with social services.
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Chalmers, L. (2020). Responding to the State of the World's Nursing 2020 report in Aotearoa New Zealand: Aligning the nursing workforce to universal health coverage and health equity. Nursing Praxis in New Zealand, 36(2). Retrieved June 24, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542.2020.007
Abstract: Cites recommendations from the WHO's State of the World's Nursing (SOWN) 2020 report that countries invest in local production of nurses, nursing data and management, nursing leadership, nursing education and the regulation of nurses. Argues that NZ must address inequity in Maori health outcomes through growth of its Maori nursing workforce and Maori nursing leadership capacity and capability.
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Taylor, B. (Ed.). (2021). Nurse staffing in the operating rooms -- no longer behind closed doors. Master's thesis, University of Auckland, Auckland. Retrieved June 24, 2024, from https://www.nzno.org.nz/resources/library/theses#T
Abstract: Identifies key factors senior perioperative nurses consider when making decisions about nurse staffing and skill mix in the operating room (OR). Uses a qualitative descriptive approach in undertaking semi-structured interviews with 7 senior nurses tasked with decision-making about OR staffing. Analyses the data using Braun and Clarke's thematic analysis process.
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Hackney, L. H. (2021). Examining the relationship between coping strategies, burnout, bullying, and distress in Registered Nurses working in intensive care and progressive care. Master's thesis, University of Otago, Christchurch. Retrieved June 24, 2024, from http://hdl.handle.net/10523/12778
Abstract: Expands on existing research on the impact of coping constructs, derived from coping theory, on the inter-related issues of burnout, bullying, and psychological distress in RNs working in acute hospital settings, specifically Intensive Care Units (ICU) and Surgical Progressive Care Units (SPCU). Aims to demonstrate a positive relationship between burnout and bullying. Uses a quantitative cross-sectional design, collecting data via electronic questionnaire from RNs working in Christchurch Hospital's ICU and SPCU.
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Wiapo, C., & Clark, T. (2022). Weaving together the many strands of Indigenous nursing leadership: Towards a whakapapa model of nursing leadership. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 24, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Argues that existing mainstream models of nursing leadership, with the addition of matauranga Maori concepts, can be fused into a new Whakapapa nursing leadership model using a Kaupapa Maori approach, that will enhance outcomes for Maori nurse leaders. Discusses the contribution from four existing leadership models: transformational, adaptive, trait theory, and wayfinder. Explains the six conceptual strands of the Whakapapa model of leadership.
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Komene, E., Adams, S., & Clark, T. (2022). Korero mai: A Kaupapa Maori study exploring the experiences of whanau Maori caring for tamariki with atopic dermatitis. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 24, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Explores the experiences of Maori parents caring for their children with atopic dermatitis. Conducts face-to-face interviews to uncover the experiences of 6 families dealing with the condition. Identifies five common themes, highlighting the importance of matauranga Maori to the families in supporting their children.
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Foster, P., Payne, D., & Neville, S. (2022). An exploration of how nurse education practices may influence nursing students' perception of working in aged care as a registered nurse: A Foucauldian discourse analysis. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 24, 2024, from http://dx.doi.org/https://doi.org/10.36951/27034542
Abstract: Argues that undergraduate nurse education contributes to the problem of too few nurses choosing to work in aged care, by constructing working in aged care as a lower-status or less valuable area of work than other health-care areas. Examines the issue using Foucauldian discourse analysis to explore the dominant discourses being deployed in relation to clinical experience in aged care. Collects data through semi-structured interviews with 10 senior academic staff members from NZ tertiary institutions. Analyses interview data to reveal how a 'nurse education discourse' and a 'work-ready discourse' were shaping perceptions of aged care as a clinical experience in a variety of ways. Suggests that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings.
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Phiri, T., Mowat, R., & Cook, C. (2022). What nursing interventions and healthcare practices facilitate type 1 diabetes self-management in young adults? An integrative review. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 24, 2024, from www.nursingpraxis.org
Abstract: Explores how current nursing and health-care practices can be designed to facilitate effective type 1 diabetes (T1D) self-management in young adults aged 16-25 years. Reviews quantitative and qualitative literature published between 2017 and 2021. Identifies four themes by means of thematic analysis: digital information systems; glucose monitoring and insulin devices; group- and peer-education and peer support; diabetes care delivery style. Highlights the importance of adopting age-appropriate interventions to improve young adults' engagement in T1D self-management, requiring nurses and health-care practitioners to keep up to date with the rapid changes in digital technology and diabetes-related device technology.
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Crossan, M., Honey, M., Wearn, A., & Barrow, M. (2022). Fundamentals of care in pre-registration nursing curricula: Results of a national survey. Nursing Praxis in Aotearoa New Zealand, 38(2). Retrieved June 24, 2024, from www.nursingpraxis.org
Abstract: Argues that the Fundamentals of Care (FOC) conceptual framework is essential for nursing schools to teach and on which to assess nursing students for clinical competency. Provides a national overview of undergraduate pre-registration nursing curricula in NZ, exploring what and how schools of nursing teach and assess FoC. Distributes a cross-sectional descriptive questionnaire to course coordinators between 2019 and 2020, revealing variations in how FOC is taught and the lack of standardisation in course design. Highlights the opportunity for the Nursing Council to develop a national, evidenced-based FOC educational strategy.
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Moir, C., & Baby, M. (2022). Managing violence and aggression: graduate-entry nursing students' responses to pre-emptive communication skills education. Kai Tiaki Nursing Research, 13(1), 9–18.
Abstract: Argues that teaching de-escalation skills early in the nursing programme is vital for student safety and later retention in the nursing workforce. Sets out to determine the efficacy of communication training to teach nursing students agression-management skills while on clinical placement. Designs a quasi-experimental design using pre- and post-tests of communication competence following an education module delivered as part of the curriculum.
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Bingham, H., & Malone, T. (2022). Developing compassion in nursing students through engaging with a lived experience. Kai Tiaki Nursing Research, 13(1), 19–25.
Abstract: Considers whether an educational intervention in which mental illness and addiction sufferers share their personal experience with nursing students results in the development of empathy and compassion among nursing students. Incorporates five workshops into the bachelor of nursing curriculum, in which students listen to the stories told by mental health/addiction patients. Gathers accounts from students of their reactions afterwards.
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Othman, M. (2022). The impact of transformational leadership on nurses' job satisfaction and retention: a literature review. Kai Tiaki Nursing Research, 13(1), 26–31.
Abstract: Describes the impact of nursing leadership style on staff nurses' satisfaction with their work and intention to stay. Conducts a literature search to ascertain the effect of nursing leadership type on quality of care and nurse turnover. Provides an overview of ways in which transformational leadership increases job satisfaction and retention.
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Donkin, A., Lesa, R., & Seaton, P. (2022). Nurse perceptions of implementing stroke guidelines in an acute stroke unit. Kai Tiaki Nursing Research, 13(1), 32–37.
Abstract: Identifies nurse perspectives on the barriers and facilitators to implementing the nationally-endorsed stroke guidelines. Conducts a focus group with four nurses working in an acute stroke unit at a single hospital in 2021. Considers that nursing experience can act as both a barrier and a facilitator of guideline use.
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